Inclusion of people with hearing impairment in the school environment

Abstract

The main objective of this work is to address the inclusion of people with hearing impairment (PCDA) in the school environment, dimensioning its legal and practical aspects, from the perspective of the Theory of Social Representations. Based on this theory, it is possible to conclude that the changes that occurred in the Brazilian legislation, with the purpose of including them in schools on equal terms with other students, constitute changes that occur in the legal sphere, without altering the stability of the nucleus of formation of the social representations referred to, shared in the interactive and communicational processes of daily life and over time,  which continue to be based on incapacity, inability and disqualification to occupy collective spaces.  This is a qualitative research, of bibliographic and documentary nature. In the development of the study, the school is pointed out as a dynamic, plural space that welcomes differences. Then, these subjects and the school inclusion movement are characterized, as well as the representations that permeate this process, concluding that, despite the change in legal status, they continue to be represented in the same way, from the perspective of disability, in the school environment.

DOI:https://doi.org/10.56238/sevened2024.024-013