As significações de professores sobre a inclusão de alunos com surdez em escolas públicas de Caxias-MA

The focus of this study is the meanings of teachers from public schools in Caxias-MA about the inclusion of students with deafness. Its problem question: What are the meanings of teachers about the teaching-learning process of deaf students? The general objective is to analyze the meanings of teachers about the schooling process of students with deafness, from the perspective of inclusive education. To support the study, it was based on theoretical contributions such as: Dorziat (2004) who theorizes the inclusion of the deaf, Mantoan (2003) and Silva (2011) who analyzes about and school inclusion. A qualitative research was chosen and the narrative interview was used as an instrument and technique for recording and collecting data, whose analytical basis was descriptive research. As a result of the research, it is understood that, in the twentieth century, there are still barriers to be overcome in order to have an inclusive society. In the meantime, it is considered that there is a need to build an education in an inclusive perspective, specifically in terms of accessibility: architectural and access to the curriculum, which enables the schooling process of students with deafness. The relevance of professionals qualified in Libras and who understand the deaf culture is highlighted in order to make the schooling process of students with deafness in the city of Caxias-MA happen in a satisfactory way.