Potencialidades de aluna surda com hidrocefalia: um estudo de caso sobre o processo de ensino-aprendizagem

Abstract

This research focuses on investigating how the teaching-learning process can be adapted to promote the integral development of a student with deafness and hydrocephalus, highlighting pedagogical strategies, resources, and inclusive practices that value her potential while respecting her specificities. The theoretical basis was divided into four parts: Hydrocephalus (Tecklin, 2002), Deafness (Quadros, 1997), Bilingual Education for the Deaf (Lacerda; Santos, 2010), and Specialized Educational Services (Brazil, 2008). Methodologically, the research adopts a qualitative approach, using a case study method. The research participants were six teachers from the Augusto Carneiro dos Santos State School, and a Profile Questionnaire and an Interview Script were used to generate data. Content analysis, based on Bardin (2016), was used to analyze the data. The results of the analysis showed that the teachers noticed a significant set of potentialities in the student, recognized in different linguistic, cognitive, social, affective, and artistic dimensions, with her fluency in Libras (Brazilian Sign Language) being pointed out as a basis for development in other areas. However, the lack of a specific person responsible for Specialized Educational Services at the school revealed a contradiction, compromising the effectiveness of inclusive practices and limiting students' right to individualized education and overcoming the barriers imposed by disability. In addition, it was found that, although the Individualized Education Plan is recognized as essential for inclusion, its implementation faces significant obstacles, such as the lack of teacher training and institutional policies that ensure its application.