Revista Brasileira de Educação do Campo
The Brazilian Scientific Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e9044
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Inclusive practices in Rural Teacher Bachelor Course at
Federal University of Viçosa (Brazil): multidisciplinary
actions of the Literacy Project that was addressed to one
deaf in the pre-service teacher process
Carlos Antonio Jacinto
1
, Cristiane Lopes Rocha de Oliveira
2
, Danila Ribeiro Gomes
3
, Idalena Oliveira Chaves
4
, Vinícius Catão
de Assis Souza
5
1, 4
Universidade Federal de Viçosa - UFV. Departamento de Letras. Avenida Peter Henry Rolfs, s/n, Campus Universitário.
Viçosa - MG. Brasil.
2, 3
Universidade Federal de Viçosa - UFV.
5
Universidade Federal de Viçosa - UFV.
Author for correspondence: carlos.jacinto@ufv.br
ABSTRACT. This article discusses the educational and
linguistic demands presented by a deaf person in the Bachelor of
Rural Teachers, attended by a multidisciplinary team to develop
strategic actions for the educational inclusion of the deaf.
Knowledge of bilingual and scientific literacy practices was
considered. For that, we used a qualitative approach
characterized as action-critical research, including participant
observation to describe the history and demands that led to the
creation of this Literacy Project and the composition of the team
that participated in the inclusion and literacy process. The
results of educational actions pointed out the pertinence and
need of considering the participation of this pre-service teacher
deaf of the Rural Bachelor course as the guiding agent of the
entire process. Since the team's articulation was only possible
based on the considerations and notes given for this deaf
referred. The results reveal the importance to articulate
interventions about inclusive and bilingual approach in the
University. Specifically, in the pre-service Science teacher
courses, in order to discuss the presence of Brazilian Sign
Language in inclusive or bilingual contexts, ensure the
professional development of the deaf and the technical
capacitation of the team members, through an effective
evaluation of the educational process.
Keywords: Rural Teacher Bachelor, Inclusion of Deaf People,
Brazilian Sign Language, Literacy, Multidisciplinarity.
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
2
Práticas inclusivas no curso de Licenciatura em Educação
do Campo na Universidade Federal de Viçosa: atuação
multidisciplinar de um Projeto de Letramento voltado à
formação de uma discente Surda
RESUMO. O presente trabalho propõe, a partir dos saberes
acerca dos letramentos bilíngue e científico, discutir as
demandas educacionais e linguísticas de uma estudante Surda da
Licenciatura em Educação do Campo, atendida por uma equipe
multidisciplinar que desenvolveu ações estratégicas no sentido
da inclusão. Para tanto, utilizou-se uma abordagem qualitativa
caracterizada como pesquisa-ação-crítica, que contou com a
observação participante para descrever o histórico e as
necessidades que levaram a criação de um Projeto de
Letramento e da composição da equipe em questão. Os
resultados das ações apontaram a pertinência e viabilidade de se
considerar a participação efetiva da discente Surda como agente
orientador de todo o processo educacional, visto que a
articulação da equipe só foi possível a partir das considerações e
apontamentos dados pela discente. Os achados revelam a
necessidade de busca por intervenções de caráter inclusivo e
bilíngue na Educação Superior, especificamente na formação
inicial para docência em Ciências da Natureza, de modo a
efetivar a presença da Língua Brasileira de Sinais (Libras) nesse
contexto. E, assim, assegurar a formação educacional da
estudante Surda e a capacitação continuada dos integrantes da
equipe, por meio de uma efetiva avaliação crítica desse processo
formativo.
Palavras-chave: Educação do Campo, Inclusão de Surdos(as),
Língua Brasileira de Sinais, Letramento, Multidisciplinaridade.
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
3
Prácticas inclusivas en el curso de Licenciatura en
Educación del Campo en la Universidad Federal de
Viçosa: desempeño multidisciplinario de un Proyecto de
Literacidad dirigido a capacitar a una estudiante Sorda
RESUMEN. Este trabajo propone, basado en las literacidades
bilingüe y científica, articular las necesidades educativas y
lingüísticas de una estudiante Sorda del curso de Educación del
Campo, atendida un equipo multidisciplinario que desarrolló
acciones estratégicas hacia la inclusión. Para eso, utilizamos un
enfoque cualitativo caracterizado como investigación-acción-
crítica, que se basó en la observación participante para describir
los antecedentes y las necesidades que llevaron a la creación de
un proyecto de Literacidad y de la composición del equipo. Los
resultados de las acciones apuntan a la pertinencia y viabilidad
de considerar la participación efectiva de la estudiante Sorda
como el agente orientador de todo el proceso educativo, ya que
la articulación del equipo solo fue posible en función de las
consideraciones y notas dadas por la estudiante. Los resultados
revelan la necesidad de crear intervenciones de carácter
inclusivo y bilingüe en la Educación Superior, específicamente
en la formación inicial para la enseñanza de las Ciencias
Naturales, a fin de lograr la presencia de la Lengua de Señas
Brasileña en este contexto, para garantizar la formación
educativa de la estudiante Sorda y la capacitación de miembros
del equipo, a través de una continua evaluación crítica del
proceso formativo.
Palabras-clave: Educación del Campo, Inclusión de Sordos(as),
Lengua de Señas Brasileña, Literacidad, Multidisciplinariedad.
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
4
Introduction
Rural Education has in its origins the
struggles and resistance of the movements
and social organizations of farmers in
favor of issues related to the field labor
(i)
,
in this regard it's of utmost importance to
recognize these individuals as creators of
their own history, taking into account their
life stories and their efforts to organize
themselves (Caldart et al, 2015). Starting
with this premise, the triad Field,
Education and Public Policies are present
in the guidelines of this educational
movement, i.e., the Rural Education is
enmeshed, in its pedagogical structures,
with the improvement of human education
and the appreciation of its inherent
diversities. Thus, the paradigm of
traditional rural teaching, enacted for
centuries by official governing bodies, the
so-called Rural Schooling, in a background
of industrial and urban cultural
predominance, in which the main concerns
are exploitation and productivity, was
stressed until it broke, being replaced by an
education more concerned with ensuring a
more contextualized teaching environment,
imbued with folksy knowledge alongside
scientific knowledge.
This protagonism of movements and
social organizations for a new perspective
of Country Life, in the educational context,
gained strength mainly from 1980
onwards, thus shifting the perspective from
the historical Rural Education to a new
context: Field Education. This modality
configures a more free education, enacted
by the field workers themselves, respecting
their differences as a guiding principle in
the fight against exclusion (Oliveira &
Campos, 2013). Therefore, teachers and
researcher's education and guidance
provided by Higher Education Institutions
is of utmost importance in this educational
process, whether it focuses on
acknowledging the value of the
farmworkers' identity, or in the
development of functioning methodologies
aimed at these student's realities and in
purporting pedagogic methods that take
into account a quality education.
Within this plurality of individuals
that constitute the farm people community,
a particular group makes up for an
expressive minority: the Deaf. This
minority is known as such because they
belong to a group whose mother language
(língua natural) is the sign language, which
in Brazil means the Brazilian Sign
Language (Libras, in Portuguese; onwards,
we use BSL). Such case can be observed
in a town in the Zona da Mata Mineira
(Southeastern Minas Gerais), wherein lives
a family of farmers with many Deaf
individuals. Among them, there is a Deaf
woman who has enrolled in the Rural
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
5
Education Undergraduate Course - Nature
Sciences (Licena), at the Federal
University of Viçosa (UFV).
This paper aims at discussing some
practices implemented by a
multidisciplinary team in the Literacy
Project directed at Deaf people, in the
context of the already mentioned UFV's
Rural Education Undergraduate Course
For this articulation, we based ourselves on
the necessities present by the said student,
taking into account the bilateral relation in
the formative process. Thus, the team was
put together considering the consequences
of her being Deaf meant to her socio-
cognitive development. For this process,
we highlight that, when we use of the word
Literacy, we aim at emphasizing its social
function in the linguistic and scientific
scope, the main focus of the Project herein
described, purporting to offer to the
students better conditions for developing
their abilities, thus fostering the mastery of
these acquired languages within their
social, cultural, and historical environment
(Santos, 2007; Soares, 1998).
Research methodology
The present work brings to the table
a qualitative approach that can be
classified as action research. According to
Thiollent (1994), the research-action can
be rated in three distinct categories: (i)
collaborative action research, in which the
researcher, who is part of the process,
intervenes in the changing process started
by the subjects themselves; (ii) critical
action research-, which may be conceived
based on a previous work performed by the
group of subjects researched, in which the
researcher outlines a diagnostic for
possible changes to be implemented in the
investigated area, said proposals stemming
from collective consideration and
purporting the emancipation of the subjects
involved; and (iii) strategic research-
action, which presupposes a previously
planned intervention by the researcher,
without direct input from the subjects
involved in the research, which allows for
continuous observation of the effects of
said intervention and evaluation of the
obtained results. From the presented
ratings, it's possible to characterize this
work as critical action research, in which
the monitors, who had already participated
in the Literacy Project - by its turn, further
detailed in following sections of this text -
from the very start of the project, have
been observing and inquiring the specific
educational necessities of the
aforementioned Deaf student, thus
planning ahead of the actions the would be
taken, with the engagement of the whole
team, and the putting in practice said
actions through monitoring.
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
6
In this context, specifically in this
study, the actions performed by the
researcher-monitor, the main author of this
paper, will be accounted for and described,
based on what had been planned and in the
monitoring process, that took place during
2019, considering, also, the reports
published by previous monitors. With that
in mind, active observation of these
interventions was performed, which can be
considered, according to Angrosino
(2009), a good opportunity for data
gathering, especially when the research's
main focus is the interaction between
people. The active participation can be
performed by the researcher in various
ways, relying only on the kind of
interaction already established with the
investigated group. As stated by Adler and
Adler (1994), these differences encompass
three distinct categories: (i) peripheral-
research-member, the researcher doesn't
engage directly with the subjects of the
research, their actions limited to observing
only; (ii) active-researcher-member, the
researchers take on responsibility within
the group, thus, interacting more deeply or
performing a proper role within the said
group, in addition to their role of an
observer; and (iii) complete-researcher-
member, the researchers are fully
assimilated by the researched environment,
such as in researches developed by a
teacher with their students. In the context
analyzed here, the monitor in charge of
these interventions took on the role of
active-researcher-member.
Data gathering was performed
through participant observation; notes
written down during field research were
thus used to describe the formative process
in its entirety. Bogdan and Biklen (1994)
remark that field notes amount to the
descriptive material used to record the
more subjective aspects involved in the
stages of qualitative research that adopts
the participant observation approach,
especially when writing down first
impressions, in which case the speculative
aspect is more present. In addition, the
field notes that were taken included
detailed outlines of descriptive nature
(activities, places, conversations, ideas,
strategies used for interacting with the
Deaf Student) and musings of the monitor
regarding what he experienced during the
data gathering, including feelings,
anxieties, and doubts about the
investigation (Richardson, 2000) With the
field notes, we attempted to take in
consideration both the descriptive and
reflective aspects funneled in the data
analysis, thus the notes were taken right
after the observation of a certain situation,
intending to keep them as true as possible
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
7
to what was experienced during the
investigations (Bogdan & Biklen, 1994).
As stated by Cohen, Manion, and
Morrison (2000), the majority of educative
investigations where a close relationship
with the subject is formed with the aim of
data gathering that will be then used for
inferring, interpretation and understanding
the process experienced by the investigated
subjects are of descriptive and non-
experimental nature. These authors draw
attention, furthermore, for the fact the in a
descriptive investigation the researcher's
role isn't to report only. Their role is to
arrange the facts observed, so they are able
to compare, differentiate, classify, analyze,
and interpret the milestones and
interactions with the participants of the
research. Our research, based on these
remarks, is framed as a descriptive study.
Thus said, the text has been arranged
in four parts that further detail: (i) the
history and the practices of UFV Rural
Education Graduation Course and the
Literacy project aimed at a Deaf Student in
training for a teaching position; (ii) the
relationship between inclusive practices
and Rural Education; (ii) the importance of
reading and writing for the education of
Deaf teachers; and (iv) the science of
alphabetization and the inclusiveness of
Deaf people in education.
History and paths toward UFV Rural
Education Graduation Course and the
Literacy Project aimed at a Deaf student
With almost a 100 years of history
behind the institution, the UFV, located at
the Southern Region of Minas Gerais
(known as Zona da Mata, or Woods Zone),
offers eight undergraduate courses focused
on training teachers in its Viçosa campus.
Among them, the Rural Education -
Natural Sciences, has as its main focus the
culture, values, and activism of rural
workers, leaning on their protagonism and
autonomy (Garske et al., 2019). As an
educative proposal, it is presented, as a
starting point, the issues of work, culture,
and knowledge linked to rural living, in
addition to rescue historical and social
rural values (D´Agostini et al., 2013).
Public policies and national
guidelines aimed at Rural Education, based
on Alternation Pedagogy, gained strength
from 1969 onwards, with the division of
school time and community time as one of
its foundational criteria, as it will be
discussed below. Such necessity stems
mainly from the Rural Workers and their
organizations' struggle for a teaching
policy that worked in favor of rural society
needs. Among others, these necessities
are present in the scope of work and
culture, based on the assumption that the
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
8
knowledge accrued by country people must
be valued (Silva, 2012; 2014).
At UFV, the foundational values of
the Rural Education Course were set at the
end of the '90s, with the engagement and
development of the PRONERA (Programa
Nacional de Educação na Reforma
Agrária), or National Program for
Education in Land Reform, a work
performed by the Continued Education,
Literacy, Diversity, and Inclusiveness
Working Group (SECAD in Portuguese),
by its turn associated with the National
Institute for Colonization and Land Reform
(Instituto Nacional de Colonização e
Reforma Agrária - INCRA) (UFV, 2018).
In the field of national policies, the
Program for Support of Superior Education
(PROCAMPO), under SECADI's direction
This program fostered the creation of Rural
Education Courses, to ensure those
teachers would be properly trained for
performing their duties in the senior years
of grade and high school around Rural
Schools (Brasil, 2015). Thus, many
federal and state superior education
institutions were asked to present proposals
for implementing Rural Education teaching
courses, aiming at offering an initial
teacher's education for fields of knowledge
such as Humanities, Language and Arts,
Nature Sciences, and Mathematics)
(Carvalho, 2017). Complying with the
rules of the MEC/SESU/SETEC/SECADI
n° 2/2012 bidding notice, 42 new Rural
teaching courses were implemented in
many Brazilian Universities and Colleges
(Molina & Hage, 2015). Among those,
UFV, which proposed course was Nature
Sciences Graduation.
Therefore, known nationwide and
abroad as an institution of excellence in
many fields of knowledge, the UFV also
fosters the development of teaching,
research, and outreach efforts focused on
ecological family farming and aimed at a
holistic and systematic understanding of
Nature Sciences. At UFV, ecological
farming dates back to the '80s, when a
partnership was created, which included
teachers, students and southeastern Minas
Gerais' family farmers, and social
organizations such as the Center for
Alternative Technologies (CTA-ZM), the
Rural Workers Union (STR), many other
family farmers associations and co-ops,
social movements linked to the Country
and Rural Schools (EFA). The aimed
endpoint of this partnership was to develop
the project PRONERA's "Education,
Country, and Citizen Awareness Project".
Furthermore, in 2010, from this
partnership, the "Rural Education Watch"
(Observatório da Educação do Campo -
OBEDUC) program arose. This program
funded the project "Rural Education,
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
9
Practices in the Education of Youth and
Adults, Literacy, and Education
Exchanges", which included UFV, the
Minas Gerais State University
(Universidade Estadual de Minas Gerais -
UEMG), the São João Del Rei University
(UFSJ), country grade school teachers and
representatives from social movements and
unions: Association Mineira of Farmer
Families Schools (Associação Mineira das
Escolas Família Agrícola - AMEFA);
Landless Workers Movement ( Movimento
dos Trabalhadores Sem-Terra - MST);
Minas Gerais State Farm Workers
Federation (Federação dos Trabalhadores
na Agricultura do Estado de Minas Gerais -
FETAEMG); Dam Victims Movement
(Movimentos dos Atingidos por Barragnes
- MAB) (UFV, 2018).
Beginning in 2011, UFV started to
use mappings and systems created by the
"Social Movements Watch", associated at
first with a UFV program and, afterward,
approved by Education Ministry
University Outreach Program (Programa
de Extensão Universitária - ProExt). The
understanding between UFV and the Rural
social movements was thus consolidated,
which allowed the institution to better
grasp the needs of Rural education and
submit a proposal for the creation of a
course dedicated to Rural Education. Led
by a multidisciplinary approach, the course
fosters the conversation between social
practices within and outside the school
environment, knowledges from both
country people and the academy (UFV,
2018).
The target audience of the course is
mainly composed of individuals from rural
backgrounds, with diverse profiles, such as
Rural school teachers, farmers' children,
popular educators, Farmer's unions'
advisors, EFA monitors, quilombolas,
victims of dam disasters, among others
(UFV, 2018).
Based on the different educational
backgrounds of the students, the existence
of an expressive identity diversity is
recognizable among country people, who
can apply for a place at the university. The
selective process enacted for the creation
of the first class of the course happened in
2013, as an objective test with questions
related to school subjects. Among the
approved students, there was a Deaf
student, daughter of farmworkers, thus
motivating different actions for her
reception at the university.
Concerning specifically the school
and linguistic background of this Deaf
student, it is important to point out that
she, as the majority of Deaf students, is the
daughter of listening parents and only
came to learn Libras at an older age. As
stated by the student, until her 16's,
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
10
communication between her and her
parents happened through home-brew
gestures, due to the absence of an
interlocutor that could help her naturally
shift from social, circumstantial
interactions to Libras. In addition to this,
during her trajectory in grade school, she
didn't have the support of a Translator and
Interpreter of Sign Language
(Tradutores(as) e Intérprete de Língua de
Sinais - TILS), thus neither experiencing a
bilingual education.
Taking into account these linguistic
and educational particularities, no longer
after she enrolled at the university, the
teachers realized the necessity of actions
that put her Libras learning in the
forefront, intending to reinforce her
education and allow her to progress in
reading and writing assignments, thus
ensuring her complete understanding her
access to the knowledges of her field of
studies. At first, the pedagogic support
offered to the Deaf student was the
responsibility of UFV's Interdisciplinary
Unity for Inclusive Policies (UPI-UFV),
which takes care of students with special
educational needs, due to a previously
diagnosed disability or a learning
deficiency.
It must be noted also that in the first
semester of the student at UFV, said
institution used the work performed by
students associated with the Teaching and
Outreach projects then in vigor, who
performed the duties of Sign Language
Translators (SLTs), once the university
was amidst the process of hiring proper
professionals. With the hiring of the SLTs
as effective members of the university
staff, more systematic attendance of the
student became possible within UPI-UFV.
In that place, she spent most of the time
communicating through mimic and a
limited sign language, with little
vocabulary to speak of, rudimentary
grammatical structure, and little fluidity,
due to her aforementioned background. It
was thus then verified that the student
finished her basic studies without the
expected mastery of both Libras and
Portuguese Language (PL).
The teaching material was supplied
to the Licena teachers by UPI-UFV, all of
them rich in pictures, to help with the
process of alphabetization of the student.
However, there wasn't enough time to
tailor said picture material to the student's
needs. As time went by, it became even
more evident the challenges posed by the
necessity of, effectively, include the
student in her course and the school
environment, not just integrate her, without
first providing the needed support for her
development and fostering the real
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
11
inclusion, which would offer her a quality
education.
Due to this necessity, in her third
semester at UFV, the Alphabetization and
"Literacy in the Unity of Inclusive
Policies" (LUIP) Project was proposed and
registered in UFV's outreach projects
platform. A multidisciplinary team was
then formed, with the participation of
teachers with experience in such fields as
Brazilian Sign Language, Portuguese
Language as the second language (L2),
Youths and Adults Education, and
Education in Nature Sciences to Deaf
People. In 2016, the LUIP project required
the integration of Licena teachers into its
team. A teacher with a background in
Theater (Scenic Arts), a Nature Sciences
teacher, fluent in BSL language, and a
Language courses teacher, with experience
in teaching PL to foreigners, took became
new assets to the team. In the following
years, two more Licena teachers, both
Nature Science teachers fluent in BSL,
entered the team, one of which has been
coordinating the project since late 2018.
Since it has begun to employ
monitors with scholarships - among them,
another Deaf student -, the project has
aimed at providing help for the student in
three fronts: BSL, PL, and regular school
subjects. The first and second ones were
dedicated to the bilingual linguistic
development of the student, i.e., her
alphabetization in BSL as the first
language (L1), and in PL as a second
language (L2). The third front opened up
the possibility of a bilingual approach for
the development of academic activities,
related to the contest of the studied course
subjects and its curriculum. It must be
stressed that the planning and actions
undertaken by the multidisciplinary team
were guided by ongoing evaluation of the
performed activities in which, the practices
put into place were collectively reviewed
through a critical reflexive process.
The LUIP project will end in 2020,
by the time the Deaf student is expected to
graduate. Currently, the team is composed
of three Nature Sciences teachers, two PL
as L2 teachers and a teacher specialized in
Youth and Adult Education, in addition to
the support of many SLTs. Furthermore,
the project counts with the collaboration of
Languages Postgraduate student, who
performs the duty of monitor and is
responsible for overseeing the school
assignments performed by the Deaf student
and also allow her to continue bilingual
training, with BSL as L1 and regarding the
teaching of PL as L2, as predicted in the
Decree nº 5626 (Brasil, 2005). Therefore,
the making of this multidisciplinary team
was articulated around the idea of allowing
the Deaf student different experiences
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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within the environment of academic
learning, focusing on the reading and
writing abilities required in a graduation
course.
Inclusive practices in Education for Deaf
People linked to Rural Education
Course
Educational institutions must comply
with the principles set out in the Brazilian
Constitution (Brazil, 1988), not excluding
students due to their human condition or
disability and observing the main
fundamentals of citizenship and human
dignity (art. 1, items II and III). To this
end, it must assume as one of its
fundamental objectives the promotion of
the good of all, without prejudice of origin,
race, gender, color, age, and any other
forms of discrimination (art. 3, item IV).
The Constitution also guarantees the right
to equality (art. 5) and deals with the Right
to Education, which must contemplate the
“full development of the person, his
preparation for citizenship and his
qualification for work” (art. 205). Besides,
it establishes as a principle the “equal
conditions of access and permanence in
school” (art. 206, item I), adding that ...
“the duty of the State with education will
be carried out by guaranteeing access to
higher levels of teaching, research and
artistic creation, according to the capacity
of each one” (art. 208, item V).
As Education should aim at full
human development and preparation for
the exercise of citizenship, according to
article 205 of the Constitution, restrictions
on access and permanence in the
educational space would be a
“differentiation or preference” that would
limit “in itself the right to equality of these
people ”(art. 205). However, it is useless
for a student to be integrated, but excluded
(a) from the educational process as a
whole. In this case, educational institutions
would not fulfill their purposes, if they
represented only a means of socialization
or integration of students.
Thus, we believe that the inclusive
process as a whole has the potential to
improve the conditions of educational
institutions from the human, to the social
and scientific sphere, so that more
qualified people can be trained, humanly
and professionally, to live in society, free
from prejudice and able to accept and
respect diversity. For this reason, inclusive
education presupposes, above all, a change
in the methodological strategies used and
in the way, time-space relations are
structured in the classroom (Mantoan,
2013). In this sense, inclusion means (re)
learning, (re) organizing, promoting
greater interaction between students and
educators, in a cooperative process in
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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which everyone can grow together and
improve training practices.
In this sense, it is important to
highlight that for more than two decades,
debates on inclusion have been based on
respect for diversity, on accepting
differences and on specialized educational
assistance, seeking to contemplate the
specificities of students with actions that
aim to eliminate or minimize some
communication, physical or attitudinal
barriers, such as teaching BSL and PL for
the Deaf; the presence of SLTs in the
classroom taking on the role of co-trainers
in the educational process; use of Braille
and adapted materials to favor the training
process of blind people; guidance, mobility
and use of assistive technologies;
alternative communication; curricular
adaptations, etc.
Such issues have been discussed
vigorously in academic and non-academic
circles, highlighting the importance of
inclusion in different areas. Questions
about accessibility (autonomy for
wheelchair users) and the presence of TILS
in classrooms and other spaces (museums,
theaters, banks, hospitals, police stations,
etc.) have already become subjects for
political and social discussions. But
including is much more than that. For
inclusion to be effective, aspects of
physical accessibility, psychosocial
(interactions with the environment, and
different forms of knowledge),
motivational and socioemotional must be
taken into account. Although this seems
impossible, given the different skills that
an educator must articulate, we believe that
change needs to start in wanting to do,
transgressing what already exists, and
believing in the ability to transform reality.
This was the motto to start the Literacy
Project with the focus on inclusion
discussed here, seeking to present some of
the actions taken to favor the process of the
initial formation of a Licena Deaf.
About the course presented here, it is
important to highlight that Licena has a
curriculum organized in eight semesters.
The objective is to train qualified teachers
to teach disciplines of Natural Sciences in
the final years of Elementary School and in
High School, besides contemplating the
management of school and community
educational processes, guided by an
integrating vision of popular experiences
and knowledge and academics (UFV,
2018).
In order to meet the target audience
in their specificities, the proposal of Rural
Education had viability guaranteed by the
so-called Pedagogy of Alternation, which
incorporates the adoption of different
educational times and spaces: University
Time (UT) and Community Time (CT). In
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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the first, studies take place in the university
environment, with face-to-face classes in
the disciplines that make up the course's
curriculum matrix, academic guidance,
participation in diverse collective spaces in
which knowledge construction is mediated,
among other academic activities. In the
TC, the undergraduate students develop, in
their communities, educational products of
a didactic-methodological and scientific-
technological nature. These products
include the social, political, economic, and
environmental dimensions of their home
and work territory. Thus, from this
dynamism, it is possible to create
conditions to overcome the theory-reality
dichotomy, since, in the articulation
between TU and TC, an interrelation is
promoted between the students' reality and
the knowledge built in the university
environment, in a project of public
education linked to the field and society
project (UFV, 2018).
The course also includes other
instruments characteristic of Pedagogy of
Alternation, highlighting the spaces
common to all students and teachers, such
as the Thematic Study Project, Boarding,
Open Space, Licine, Knowledge Exchange,
Knowledge Fair, etc. All are guided by an
interdisciplinary approach, articulating
formal and non-formal social practices and
the knowledge of the experiences of
different subjects and movements in the
countryside.
Given the above, the dynamism and
complexity of the various spaces and times
present in the course in question are
verified, attesting that the Field can also be
a place of research, extension, and
teaching, which favors the training of
teachers qualified for that medium.
The importance of reading in writing in
Deaf people’s academic education
The value attributed to reading and
writing in literate societies is notorious.
The child, even before entering the school
environment, already experiences with the
world of letters. However, it should be
noted that these skills and competencies
are not innate to the human species, which
will require efforts on the part of students
and educators for this knowledge to
become effective. Understanding that the
school represents the main means that
makes literacy practices feasible, despite
not being the only one, we defend that one
of its central objectives is precisely to
enable students to participate in the various
social practices that use reading and
writing (Rojo, 2009). However, when it
comes to Higher Education, some teachers
tend to consider that certain students are
illiterate since they shoe difficulties related
to the reading and writing of some textual
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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genres that are used in the academic
context.
For the development of this work, as
defended by Fiad (2011), we do not
believe that students entering Higher
Education are illiterate, but we believe that
the student has not yet experienced the
desired literacy practices in previous
school stages. Based on these reflections,
we defend that, in the context of Higher
Education, the student be offered the
possibility of interacting with textual
genres and social practices from the
academic context, considering that literacy
practices have a fixed character, being
linked to the situational context in which
the apprentice is inserted (Street, 1984).
Therefore, as it is a higher education
course, we can highlight the existence of
the need for academic literacy, considering
specific uses of reading and writing in this
context and which differ from other
contexts (Fiad, 2011). That is, if the
hearing students do not normally enter the
university with the required level of
literacy, the situation of the Deaf students
may be even more aggravating. This is
justified by the fact that they have PL as
L2 and do not have significant experiences
with reading and writing practices in this
L2 since the vast majority of inclusive
schools are not organized in a way that
enables ) The development of this type of
competence (Neves, 2016; Valadão &
Jacinto, 2017).
Through these considerations, and
being in the academic environment, literate
for excellence, without ever having had the
opportunity to read and produce texts in
PL, the great challenge in the face of
reading and writing practices for the
university Deaf student. In this perspective,
the team inserted in the LUIP Project,
regarding the work with L2, was
fundamental to minimize the difficulties
and linguistic barriers that permeated the
entire process of inclusion and teacher
training.
Most deaf people do not learn LP as
an L2 in the early years of school and, in
certain situations, will only have access to
reading as adults, or even when they arrive
at universities. An aggravating factor in
this situation has been the failure to acquire
BSL at an early age, as about 90% of the
Deaf are born in families of listeners
(Fernandes, 2006) who do not
communicate in sign languages and
children of Deaf people, due to their
parents’ deafness, do not naturally have
access to the spoken language.
Consequently, the acquisition of BSL will
only occur when they encounter other Deaf
people or sign-users listeners in the school
context.
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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With regard to entering Higher
Education, since 2005 there has been an
increase in the enrollment of young Deaf
people. As a justification for this finding,
we can consider the legal framework of
bilingual education and the right to
Education in its L1 highlighted by Decree
nº 5.626 (Brasil, 2005). In addition, it is
noteworthy that, as of 2016, the access of
people with disabilities to Higher
Education is endorsed by Law No. 13,409
(Brazil, 2016), which guaranteed the
reservation of places in courses, within the
scope of Federal Institutions of Higher
Education and High School Technical
Education, for self-declared candidates
(blacks, browns, indigenous people and
people with disabilities). These legal
spheres enable and allow the access of
people with disabilities to Higher
Education and, in this sense, actions of an
inclusive nature need to be implemented
by universities.
One problem created by this new
demand is the lack of preparation of
universities to receive these students, who
find themselves immersed in this academic
context, with the specific subjects to be
studied that require a vast amount of
readings. Many, however, are unable to
keep up with the requirements of the
courses and see the dream of completing
their undergraduate degree fading,
especially because they are unable to meet
the training demands that prove to be
major challenges to be overcome.
In this sense, it appears that the lack
of vocabulary is the main cause of reading
difficulties for Deaf students. Abstract and
polysemic words are a constant problem
when thinking about their representation in
BSL. Consequently, reading an academic
text is challenging for the Deaf. In
addition, the ability to syntactically
analyze a paragraph and understand it as a
whole is an arduous exercise, as they do
not perceive the prosodic signs of speech,
consisting of pauses and intonation, which
help to group words. This can be seen in a
previous study, carried out by the LUIP
Project team in which it was found that the
Deaf student did not interpret what they
read in a satisfactory way. They only
replicated and signaled some words that
they knew, disregarding the context in
which they were inserted (Valadão et al.,
2017). The first interventions carried out
by the team were to expand the student's
reading and writing skills, something that
proved to be urgent to favor their ongoing
academic-professional development
process.
In addition, because it is a
longitudinal follow-up and the fact that the
student is in the process of completing the
course, her real needs, currently, are
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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related to the massive reading of references
for the composition of her Course
Completion Work and, still, understanding
how this genre is constituted in BLS and
PL. Academic literacy of the Deaf involves
several issues, whether due to the
strangeness of the language used and that
is related to a specific textual genre, the
structural and technical composition of the
texts, the scientific vocabulary adopted or
the absence of terminology in BSL for
signaling of these concepts, among other
challenges (Fernandes & Medeiros, 2017).
As for the teachers of the course, it
was necessary to adapt, each one in their
own way, their work dynamic, so that
reading and writing were used as a way of
access and production of knowledge,
permeated by reflective and critical
awareness that there was a Deaf student on
the course. In this sense, one of the facets
of the Project is also related to the training
of the teachers of the course, which
required a different posture in the face of
the situation that was new for everyone.
Thinking about new forms of reading and
writing, as well as evaluating, was
challenging for everyone. As well as
thinking and proposing practices that are
aligned with the theoretical assumptions of
Deaf Education as described by Quadros
(1997), especially when one considers that:
... there is no association between
sounds and graphic signs, the written
language is perceived visually.
Graphic signs are abstract symbols
for those who have never heard the
sounds and intonations they represent
(Ahlgren, 1992). It is a silent
language. (Quadros, 1997, p. 98).
This shows that literacy (scientific or
not) is a process that cuts across visual
aspects, in a field of meaning that makes it
necessary to consider the semantic,
syntactic and morphological issues
inherent in sign language, so that it is
possible to assign meaning to the different
concepts that are abstract and complex.
Thus, it is important that teacher training
establish an effective dialogue with
multiculturalism, with emphasis on
linguistic plurality. This would aim to
produce pedagogical practices and
methodologies that are culturally sensitive
to linguistic diversity, welcoming and
respecting differences and their
specificities through an intercultural
education, which can be understood,
according to Candau (2011) as:
... an education for cultural
negotiation, which faces the conflicts
caused by the asymmetry of power
between the different socio-cultural
groups in our societies and is able to
favor the construction of a common
project, whereby the differences are
dialectically integrated. The
intercultural perspective is oriented
towards the construction of a
democratic, plural, humane society,
which articulates equality policies
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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with identity policies. (Candau, 2011,
p. 27).
Finally, based on the considerations
listed throughout this text, we understand
that the access and permanence of Deaf
students, in the academic context, will only
be feasible when students have a linguistic
command in BSL, which will allow an
expansion in the knowledge of the world
and an effective insertion in academic-
professional practices. Thus, also, the great
challenge of the Project was to build
practices that involved reading and writing
the LP as L2, consolidating the bilingual
literacy of the student Deaf and her
effective inclusion in the training process.
These practices materialized in the
continuous actions conducted by the LUIP
Project monitors with the Deaf student,
guided by planning done in weekly
meetings, sometimes with the Project
Team, sometimes only with the Project
coordinator, as well as in sporadic
meetings with teachers of Licena, where
the student was enrolled.
Throughout the process, different
monitors performed activities that spoke to
the needs of the Deaf student and were
relevant to the expected objectives. Among
the most recent, there are those actions
carried out by the monitor-researcher,
highlighting the organization and the
elaboration of bilingual didactic materials
with emphasis on L1 and activities that
mediated the offer of pedagogical support
carried out in two weekly monitors of 4
hours each. They are: PL literacy due to
the writing of activities and reports from
Licena's disciplines; literacy in BSL for
activities in which presentation in BSL was
allowed; recording and video editing of
activities of the disciplines; interpretation
in meetings and supervised internship
conductors held in high school classes at a
public school.
Throughout the monitoring of the
LUIP Project team, it was found that the
Deaf student developed significantly in
terms of protagonism and autonomy,
especially with regard to the supervised
internship discipline. To this end, the
monitoring was essential, since it offered
the student intensive and continuous
pedagogical support for the processes of
teacher training, thus meeting the specific
educational needs of the Deaf student,
according to the assumptions of Inclusive
Education presented in the previous
section.
The Project team evaluated that there
was a success not only concerning the
results achieved in the student's academic
development but also in the self-teaching
training of the entire Project Team, which
raised new levels of awareness about the
dimensions of Bilingual Education for the
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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Deaf (as), including increasing their
participation in academic events in the
area.
Alphabetization or Scientific Literacy in
the context of educational inclusiveness
Literacy or scientific literacy can be
considered (a) as one of the dimensions to
enhance alternatives that privilege an
education more committed to the
construction of knowledge and diversity.
According to Chassot (2003), literacy or
scientific literacy can be understood (o) as
a set of knowledge that, when mobilized,
would allow people to read the world
where they live, seeking to develop a
critical and reflective look at
environmental issues, technological, social,
political, economic, etc. In other words,
someone who is scientifically literate
would be more equipped to deal with the
complexity of the world than someone who
was not part of the universe of scientific
knowledge.
In this perspective, Science, in
general, can be considered a human
construct to explain the natural world,
being expressed through a language with
its own codes. To understand this language
(of Sciences), as we understand something
written in a language that is known (BSL,
PL, Spanish Language, etc.) is to be able to
interpret the various phenomena that are
processed in our daily lives. According to
Chassot (2003), it is acceptable that our
difficulties before a text in a language that
is not mastered can be compared with the
misunderstandings to explain many of the
phenomena that occur in nature.
Understanding Science also makes it
possible to contribute to controlling and
predicting the transformations that occur in
nature. Thus, paths are opened to create
conditions to make these changes
proposed, so that they lead to a better
quality of life.
Thus, we believe that science
teaching in schools and universities should
lead students to a broader and more
integrated view of knowledge, with a
greater understanding of the social,
cultural, and scientific manifestations in
evidence in society as a whole. For this,
the courses or disciplines in this area of
knowledge should be more socially and
culturally contextualized, more historical,
and more philosophical or reflective,
allowing students to build different views
of knowledge amid complexity and
complexity diversity. In this sense, for the
“scientific knowledge” to be effectively
incorporated by the students, it is necessary
to take into account a complex network of
knowledge to which they have access, as
well as the relevant factors for a particular
social sphere which is taught and its
physical and/or human specificities.
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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Fostering a dialogue between popular
and scientific knowledge, one of the
purposes of the LUIP Project team was
precisely to articulate popular and
academic knowledge in an integrative,
contextualized, and meaningful way. That
is, we make use of meaningful learning,
involving the transformation of previous
knowledge that the Deaf student already
has, in order to reframe them, in the sense
of offering support for autonomy and
criticality in the cultural, social, political,
environmental, economic and cultural
scope (Ausubel, Novak & Hanesian,
1980).
As a way of elucidating these
considerations in the interventions carried
out by the LUIP Project, we describe,
below, a practice organized by a monitor,
with the accompaniment of two Licena
teachers, which took place in 2017. It is
noteworthy that the applications of these
monitors were aimed at complementary
training to the content covered in a
discipline in which the student was
enrolled so that there was a permanent
dialogue between monitors and teachers.
In this sense, aiming at an
articulation between popular knowledge
and the knowledge of Agroecology, a
reflection was organized about the uses of
medicinal plants. For this, firstly, a
bibliographic study of the area was carried
out and, afterward, the student Deaf was
instructed to consult in her community
examples of medicinal plants that were
used daily, in addition to describing their
therapeutic properties. Then, it was
proposed to create a catalog with the
identification and description of the plants
found. In addition, the teachers of the
course complemented the catalog with the
presentation of scientific names,
descriptions of some scientifically proven
benefits, in addition to chemical and
biological issues related to the composition
of plants and medicines (Oliveira &
Pereira, 2018).
These considerations and
observations corroborate the pertinence of
the contextualization of scientific content
with the reality of the Deaf student, the use
of methodologies that explored other
meanings in the construction of
knowledge, and the use of non-formal
spaces for this constitution. Yet, it was
possible to articulate the experiences of the
countryside, popular knowledge,
agroecology, and, mainly, the reflection of
how countryside education is closely
related to these themes and interests
(Oliveira & Pereira, 2018).
Given the above, it can be said that
the basic function of scientific education
would be to complete the formation of the
individual for social life, as a citizen.
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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However, there are many times when
teachers find great difficulties in dealing
with such relationships. When a
pedagogical project of some educational
institution proposes that one should teach
in order to form a critical and reflective
citizen in front of society, many questions
can be asked by teachers, such as: What
does it mean to be a critical and reflective
citizen? Why is it important to train this
citizen? For what? How to do this? Where
to start? And this becomes more intense
when the inclusion factor becomes the
motto of an education that must, in
essence, welcome and respect differences.
This is because we are trained to deal with
equals, to teach equals, disregarding the
diversity inherent in the whole.
Thus, education must permeate the
development of potentialities and the
valuation of multicultural aspects,
regardless of the countless human
singularities existing, leading to the
appropriation of social knowledge (set of
knowledge and skills, attitudes and values
that are produced by the classes, in a given
historical situation of relationships to
account for their interests and needs)
(Frigotto, 1995). In this sense, the
development of skills and knowledge that
provide the student with a better
understanding of reality and the ability to
assert their own economic, political, and
(multi) cultural interests would be favored.
Consequently, there would be no
correspondence or subordination to the
predominant system, and individuals
would be valued and included in school,
university, and society as a whole,
regardless of the specificities that permeate
interpersonal and intrapersonal barriers,
whether they are of physical or cognitive
origins.
It must not be forgotten that people
with disabilities, as students, have the same
right of access to education, in an
environment not segregated from their
peers. In fact, these are the students who,
often, cause fundamental and necessary
changes in the educational organization,
making their colleagues and teachers
experience the different in classrooms.
This fact is highlighted by several authors,
such as Mantoan (2003), who defends
working with ontological and practical
methods for school inclusion; Batista
(2004), who highlights the relevance for
social inclusion in the workplace; Alves
(2003), who highlights the relevance of
inclusion in school; Carvalho (2004), who
seeks inclusion links with the diverse
knowledge built at school; Mittler (2003),
who discusses the historical and
ontological meaning of the inclusion
movement; Chassot (2003; 2004), which
points out the relevance of a holistic and
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
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contextual Science/Chemistry teaching;
Gomes (2004), who places the discussion
on school inclusion/exclusion in the
context of teaching and learning processes;
Santos and Schnetzler (2003), when they
defend the teaching of Science/Chemistry
as a central axis for the construction of
citizenship; among other countless no less
important references.
The ideas presented in the body of
this work, and which are in line with that
of the aforementioned authors, emphasize
a tendency to the valorization of different
aspects or different ways of thinking about
inclusion. They are being brought up often
through numerous academic researches,
trying to dialogue with the most relevant
aspects currently discussed concerning
initial and continued teacher education.
With this, it is important to understand that
in order to have an effectively inclusive
education, its plans must be redefined for
the construction of practices focused on
methodologies and actions aimed at global
citizenship, full, free of prejudice and
willing to recognize the differences and
multicultural values between people and,
above all, intellectual emancipation. This is
because it is not enough to think about
education for citizenship as a generic
concept. According to Freire (2001), it is
necessary to educate yourself for freedom
and, in this sense, no form of intellectual
subordination or exclusion could be
admitted.
It is worth mentioning that similar
and promising proposals for the
transformation of schools and universities
have been emerging for more than two
decades, reaffirming the importance of
ensuring the full right of students to quality
education. These proposals discuss aspects
related to physical accessibility to the
educational environment (autonomy) to the
importance of real accessibility to multiple
forms of knowledge (the right to learn,
regardless of condition) (Ainscow, 1999;
Stainback & Stainback, 1999; Booth &
Ainscow, 1998; Armstrong, Armstrong &
Barton, 2000; Mantoan & Valente, 1998).
Therefore, we learned from the LUIP
Project about the importance of educators
becoming involved in an incessant search
for educational actions based on a solid
construction of knowledge, thus aiming at
the formation of a more humane
conscience in the face of articulated
knowledge amid diversity. In our view,
this should strengthen the basis of an
education that is formative and not just
informative, in which all learners would
have the right to be apprentices, even
though they are different in many regards.
In this sense, instead of having “pity” for a
blind or deaf student, for example, we
could have respect and admiration for a
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
23
person who, having these conditions fights
every day to survive in a world that is
predominantly visual and oral-auditory.
Therefore, our great challenge as educators
would be to seek to know what this student
can do, their potential (which are many),
and then recognize that, despite their
physical restriction, they are able to
continuously improve – which can be said
would be valid for any of us.
Final considerations
In UFV Rural Education Graduation
Course, among the heterogeneity of the
students, there is a Deaf student from a
Farming family with linguistic,
communicational, and educational
particularities, which fostered the creation
of a multidisciplinary team to guide and
accomplish the process of making it
possible to graduate.
It was verified that her needs,
generally speaking, were related to the
linguistic acquisition of BSL, reading, and
writing abilities, in the sense that
deficiencies in these areas prevented her
from fully acquiring academic literacy. In
addition to this, taking into account the
knowledges required by the Science
Natures course, it was also verified the
importance of developing scientific
literacy, working in specific subjects of the
course.
It stands out the great challenge that
is to develop pedagogical proposals that
respected and cherished both the identity
of the student as a Deaf person and as a
person of rural background, taking into
consideration her history, knowledges, and
culture. Rural Education, while a
movement that aims for individual and
societal changes, has been fighting for a
more fair and egalitarian life for Country
folks and a suited and engaged education
for these people. It was verified, thus, that
Rural Education, as well as Education for
Deaf People, are social movements that
aim for diversity rights, overcoming what
can be considered a pattern of academic
excellence and reaching instead for a free
quality education that respects multiple
cultural identities.
Thus being said, the description of
our observations as a formative team
allowed for the understanding that, due to
the needs of the Deaf student, the
multidisciplinary team that makes up the
LUIP project herein described, was
articulated around the idea of meeting
these demands and ensuring that the plans
and actions of the project conversed with
the assumptions of Rural Education and
Education of Deaf People. Besides this,
studies such as this one are a form of
longitudinal reflection and ongoing
assessment of the Deaf student's education
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O., & Souza, V. C. A. (2020). Inclusive practices in Rural Teacher
Bachelor Course at Federal University of Viçosa (Brazil)...
Tocantinópolis/Brasil
v. 5
e9044
10.20873/uft.rbec.e9044
2020
ISSN: 2525-4863
24
process and the actions undertaken by the
group in question, which also allows for a
self-assessment for everyone involved in
said process.
Through analyses guided by general
actions developed by the Project Team, it
was verified that the practices heretofore
presented constitute actions to be further
employed as both standard policies and
educational practices, to ensure the
permanence and graduation of the Deaf
student. In the scope of inclusive
education, initiatives of this nature consist
of activities that aim to overcome the
occasional barriers experienced in the
teaching and learning process.
A possible focus of analysis, and that
was not addressed in depth in this work, is
the necessity of continued training of all
individuals implicated in the learning
process of the student. The diversity of
monitors and teachers that have
participated in the Project, some of which
were fluent in BSL while others did not
know the Language and the inclusive and
its bilingual principles. Thus said, one of
the additional aspects of the Project was
the proper development of a different
training method for the group of monitors,
once that, in practice, they are the ones
who deal directly with the Deaf student.
We also know that Deaf people's education
implicates so much more than the simple
knowledge of the Language; it implicates
methodological, linguistic, and cultural
specificities issues particular to the Deaf
community.
Finally, due to the ever-larger
presence of Deaf students in the academic
environment, we hope this work may serve
as a way of helping other universities and
contexts that find themselves in a similar
position, especially with regard to the
realization that multidisciplinary team is
needed for the development of inclusive
actions. The proposal of new actions, and
educational and linguistic policies, with the
objective of ensuring a wide-ranging
change that encompasses the access, steady
attendance, and conclusion of the
education of Deaf People was necessary.
Due to this, we believe that the empiric and
lived-in character of the reflections here
presented may support and encourage the
creation of other studies, and even with the
development of projects and
implementation of educational policies that
include Deaf people.
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(i)
We opted for using capital letters as a way of
showcase appreciation, legitimacy and protagonism
to our subject of studies, allowing it to stand out
from the academic and sociocultural point of view.
(ii)
The word “Deaf”, with the first letter capitalized,
refers to the individual who, suffering from hearing
loss, is not characterized by their deficiency, but by
their belonging to a minority group and having Sing
Language as their L1 (Moura, 2000; Bizol, 2010).
Article Information
Received on April 28th, 2020
Accepted on May 19th, 2020
Published on July, 03rd, 2020
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
Orcid
Carlos Antonio Jacinto
http://orcid.org/0000-0003-1768-6988
Cristiane Lopes Rocha de Oliveira
http://orcid.org/0000-0001-6065-3968
Danila Ribeiro Gomes
http://orcid.org/0000-0003-0312-8299
Idalena Oliveira Chaves
http://orcid.org/0000-0002-2921-6425
Vinícius Catão de Assis Souza
http://orcid.org/0000-0003-4591-9275
How to cite this article
APA
Jacinto, C. A., Oliveira, C. L. R., Ribeiro, D., Chaves, I. O.,
& Souza, V. C. A. (2020). Inclusive practices in Rural
Teacher Bachelor Course at Federal University of Viçosa
(Brazil): multidisciplinary actions of the Literacy Project that
was addressed to one deaf in the pre-service teacher
process. Rev. Bras. Educ. Camp., 5, e9044.
http://dx.doi.org/10.20873/uft.rbec.e9044
ABNT
JACINTO, C. A.; OLIVEIRA, C. L. R.; RIBEIRO, D.;
CHAVES, I. O.; SOUZA, V. C. A. Inclusive practices in
Rural Teacher Bachelor Course at Federal University of
Viçosa (Brazil): multidisciplinary actions of the Literacy
Project that was addressed to one deaf in the pre-service
teacher process. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 5, e9044, 2020.
http://dx.doi.org/10.20873/uft.rbec.e9044