Processos e práticas educativas para estudantes surdos nos cursos técnicos integrados na EPT

Abstract

Educational practices directed to teaching deaf students in inclusive environ- ments in basic professional education represent a relatively recent field of study and still little explored in the educational contexts of Federal Institutes. Given the importance of educational practices as agents of significant change for both educators and students, emerged this research proposal entitled “Educational processes and practices for deaf students in technical courses integrated in EPT”. The central focus of this research is to analyze the educational practices aimed to deaf students in integrated educational courses at the Instituto Federal Farroupilha, located in the state of Rio Grande do Sul. The specific objectives include map the main educational practices available and identify the challenges faced by teachers and students, aiming to provide a reflective analysis of the relation ships that are established in the educational spaces investigated. This study is part of the Postgraduate Program in Professional and Technological Education (PROFEPT)in Research Line 1: Educational Practices in Professional and Technological Education (EPT), in macroproject 02 - inclusion and diversity in formal and nonformal teaching spaces in EPT and 03- Educational Practices in the Integrated Curriculum. It will culminate in the creation of an educational resource that can assist with permanent and continuous training as an Educational Product. This resource will be developed based on narratives that highlights the difficulties and needs pointed out by participants during the research, with the purpose of contributing to the quality of the teaching process for deaf students in inclusive environments in Professional and Technological Education (EPT). To achieve the proposed objectives, the research has a qualitative approach. Data collection was conducted through semi-structured interviews, allowing an indepth exploration of experiences and perceptions during the research journey. In relation to the epistemological bases of EPT, concepts are presented for integral, omnilateral and humanizing training, which are configured with the philosophical vision in EPT professional education. In the context of educational practices, pedagogical approaches thataim at an inclusive, critical, liberating and transformative education, regardless of differences were sought. The research results show that educational inclusion transcends the adaptation of materials, demanding a comprehensive approach. This approach requires a deep understanding of the subject, including the appreciation of their identity and cultural markers, combined with a commitment to creating an environment that offers all students the opportunity to thrive and reach their full potential. Promoting an inclusive culture requires the involvement of all participants in the educational process, generating meaningful teaching not only for deaf students, but for the entire educational community. When taking into account information about the subject participating in this teaching environment, it is essential to use it as a basis for the constant improvement of educational practices in integrated teaching, thus highlighting the importance of an inclusive and student- centered approach.