Políticas públicas educacionais e a inclusão do aluno surdo no ensino regular

Abstract

This article aims to know the law and public policy set inclusive nature, which are designed to provide and promote programs and actions designed to ensure the educational rights of deaf students in regular education network. This article arose from the demand of the Curricular Component Monography - CCM, based on the brief experiences as teachers of the State Public Education Network and experiences in the classroom during placements in Pedagogy Course. In our experiments we found that often deaf students, considered included, are only allocated in classrooms, without proper care, which, in our view, creates a fictitious inclusion or exclusionary inclusion. This was the main reason that we sought to know the laws and policies that ensure the rights of the deaf student to school education. Theoretically, we seek reasons in Brito studies (2013), Sanchez (2005), Glat and Fernandes (2005), among others, as well as legal documents, decrees and regulations in force in our country. Already the methodology follows the principles of bibliographic and documentary research. Based on the studies can be concluded that there is ample legal support that supports deaf students in their education, however, the situations that drove us to this research, show how there is still a significant gap between the legal propositions and the actual conditions of schooling these students. One of the alternatives identified in our conclusion is the urgency Pounds access associated with the organization of schools to ensure access, permanence and success of these students.