Inclusão da criança surda na educação infantil da rede pública municipal de Anápolis-GO: análise Historiográfica das Práticas Pedagógicas

Abstract

This study is linked with Research Line 1 – Education, School and Technologies of the Post-Graduation Interdisciplinary Program of Education, Language and Technologies (PPG-IELT), of the State University of Goiás. It integrates the Group of Study and Research about Education, Diversity and Inclusion (Gepedi). To analyze education as a place for inclusion, in which the pedagogical practices teaching-learning of deaf children in Early Childhood Education intersect, it requests from the researcher the capability to move between unusual and unknown paths, as a try of abstraction of the current reality to the traffic to the concrete reality. In this context, the problematic investigated in this research is aligned from the following question: “Which pedagogical practices were utilized during the historical pathway to the inclusion of deaf children in the Early Childhood Education’s public network from Anápolis-GO?” This question is unfolded from the major objective: comprehend the pedagogical practices with the deaf child in Early Childhood Education, having as a basis historiography. The theoretical outline is based on the epistemology of Early Childhood Education in the social, political and pedagogical spheres. As such, it is resorted to Kramer (1992), Kullmann Jr. (1998) and Oliveira (2014, 2019), to the public policies provided in Law No. 9,394/1996, of Guidelines and Bases of National Education (LDB), which institutionalizes Early Childhood Education; in the National Policy on Special Education from the Perspective of Inclusive Education of 2008; and in the Common Curricular Base (BNCC) of 2017. Next, the historical and pedagogical aspects for the inclusion of deaf children in Education are analyzed, based on the use of Libras. In this sense, authors such as Brito (1995), Mantoan (2023), Quadros, Karnopp and Perlin (2003), Rocha (2008) and Vygotsky (2022) are used as theoretical support. Observing this perspective, bibliographical and documentary research with a qualitative approach is used with exploratory objectives, adopting narrative review procedures, reading techniques and documentary records (laws and official documents). The research results showed that pedagogical practices in Early Childhood Education, from the perspective of Inclusive Education, follow a confusing path, since its historical path generated a sense of assistance for deaf children in the religious, political and clinical-therapeutic spheres. The current challenge is to seek to reconfigure the meaning of Education and remove this legacy that undermines its contribution to social transformation. Such an effort requires dialogue, with the aim of reaching new forms of lesson planning whose starting point is the deaf child.