Políticas públicas e o direito à educação do aluno surdo: o colégio Nydia Moreira Garcez em Paranaguá – PR

Abstract

This research presents discussions about the policies public related to the right to education for the deaf, anchored in the main education laws. The Nydia Moreira Garcêz School, by Paranaguá-PR was the place of this a research. The issue that discusses social inclusion is due to at a given historical moment, laws according to inclusion and combatants to exclusion were placed on the agenda. It aims to guide and highlight the documents educational policies that address special education and how the National Special Education Law is being implemented from the perspective of Inclusion above all of the education of deaf people. The guiding question is based on the question of the right of the deaf person, specifically the deaf student from the Nydia Moreira Garcez School, in the municipality of Paranaguá. The search documentary made it possible to refer mainly to this discussion of Federal Constitution (1988), the National Education Plans (2001-2011) and (2014-2024) respectively, entering into the discussions presented in the within the Municipal Education Plan of the Municipality of Paranaguá (2015), which underpin public policies for inclusive education. The research was held at school with a questionnaire for each participant based on their statements, which is justified by the need to understand the data evaluation collected and to analyze public policies on guaranteeing the rights to deaf, in Nydia Moreira Garcez in Paranaguá - PR, based on documentary, bibliographic and later, empirical work. The results of the analysis point to the view of the importance bilingual schools, both for teachers and managers, and the importance of contact with peers can be perceived through speeches of teachers. The analysis led to the understanding that there are gaps in the laws of inclusion and the effective participation of inclusion is done through struggles, even being a legitimate cause, which needs structural changes pedagogical and cultural activities in mainstream schools, which still use a inclusive process not effective. The research points to reflections and discussions for participatory actions of school management and those who participate for a awareness of all.