Communicative Strategies Used by Physical Education Teachers on Inclusion of Deaf Students

Abstract

The organization of communicative strategies used by Physical Education teachers within scholar context is extremely important in the inclusion process of a deaf student. The discussion about the type of communication used between deaf-deaf and listener-deaf indicates the effectiveness of LIBRAS as language and tool of social interaction. Therefore, the Physical Education as a curricular component of basic education cannot be absent of the inclusion process. On this way, the purpose of the study is to analyze the communicative strategies of Physical Education teachers toward the inclusion the deaf student within regular school, specifically verifying their contributions on the inclusive process. The study is characterizes as a descriptive field research of qualitative nature, performed through a questionnaire, assuming a survey form. The sample was composed by 10 acting teachers with deaf students on basic education of regular school in a big city in North of Paraná. The data collected were organized in categories of answers, approached and analyzed of qualitative form, and teachers knowledge regarding the LIBRAS signs were also analyzed. The data collected on the study were analyzed and confronted with the theoretical frame of the area. The results of the study point out that the communicative strategies used in Physical Education classes are limited and do not benefit the process of deaf inclusion.