SUCCESSFUL SCHOOLING OF STUDENTS WITH SEVERE/DEEP NEUROSSENSORIAL DEAFNESS: EDUCATION IN TIMES OF INCLUSION/EXCLUSION / O SUCESSO ESCOLAR DE ALUNOS COM SURDEZ NEUROSSENSORIAL SEVERO/PROFUNDA: A EDUCAÇÃO EM TEMPOS DE INCLUSÃO/ EXCLUSÃO

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

Inclusion has currently been a widely discussed theme due to movements and legal demands in favor of the schooling of special needs people. Human diversity has become an object of study for several educators in search of teaching strategies compatible to individual students needs. Although the school is the institution in charge of operationalizing such strategies, it has reproduced the cultural capital of subjects contexts, revealing even more social, physical, economical and cultural inequalities, and, consequently, creating educational inequalities as well. Still, there are people who attain successful schooling by concluding Higher Education courses, a prominent case being that of subjects with a level of deafness classified as a special need. Therefore, this study aims at the comprehension of the key factors which made possible for people with severe/deep deafness to conclude Higher Education courses, investigating the social-cultural contexts of their life stories and their route of learning throughout the schooling period. In order to achieve such aim, a qualitative research was conducted based on the inquiry of life stories of 8 deaf subjects concluding Higher Education courses until 2007 in the following types of institutions: a public university, a confessional university, a private university and a private college in the city of Goiânia. The conduction of the study also consisted of the analysis of the conception of inclusion as educational inequalities based on Pierre Bourdieu, the conception of learning in the perspective of Bernard Charlot and the conception of learning by deaf subjects in the view of Ronice Muller Quadros.

ASSUNTO(S)

surdez deafness inclusão educacao inclusion aprendizagem learning

ACESSO AO ARTIGO

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