A atuação do Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez de Cascavel/Paraná na inclusão de crianças surdas na rede pública municipal de ensino

Abstract

This paper results from a literature and documental review, which is also grounded on field work. It encompasses the deeds of CAS facilities (Training Center for Education Professionals and Care to the Deaf) and the inclusion of death children in the city of Cascavel (PR). Main objectives: writing about the History of Deaf Education in the world and in Brazil; showing the educational proposals that guided education and the process of deaf inclusion; reporting on the Public Policies for Inclusion; reporting on the work CAS facilities in Brazil have developed for deaf inclusion; and describing the deeds of the CAS facility in Cascavel in the matter of teaching deaf children enrolled at public schools. The reason for this paper is the lack of material regarding the work of CAS facilities, as well as the need for theoretical orientation for the development of educational experience at schools where the deaf have been included. Some of the outcomes of our research show, on the one hand, the importance of the inclusion work developed by CAS facilities and, on the other, the lack of financial resources for CAS facilities. Such facilities have offered support for inclusion throughout the nation, by means of graduate school courses, orientation to teaching institutions, and pedagogical support to the deaf. The CAS facility in Cascavel offers sign language courses for newly graduates, helps deaf students out, and counsels public schools. However, by means of queries posed to teachers in charge of the bilingual pedagogical support, it was perceived the need to resize the works of the facilities, in order to meet the need of teachers, who called out for more specific courses. They were unanimous in claiming the importance of having learned sign language for their teaching, but they also said that sign language is a language per se, not a teaching methodology, which points out to a gap in their education. In this sense, this essay understands based on the queries and on observations carried out at CAS facilities that more courses should be oriented to the teaching of deaf children, to the studies on adequate teaching methodologies, to playful stimulation and to technology as a pedagogical support in the teaching of deaf children. Keywords: CAS fac