Interações sociais entre surdos e ouvintes no cenário escolar: os atores e seus atos.

Abstract

Social interactions are the basis for human development and learning, so that the interactions that occur among peers at school cannot be disregarded. Given this observation, this study assumed the following question: how have been given the social interactions between deaf and hearing students in the school setting? This research aimed to analyze the social interactions of deaf students with their peers listeners in the context of an inclusive school, through the socio-cultural perspective. The research consisted in the interpretive paradigm and took based on the ethnographic case study. To generate the data was used participant observation, interviews, design theme and sociometric test. The analysis indicated that the school setting, where the interactions took place focus of the study did not offer opportunities for the development and strengthening of relations between deaf and hearing. Despite having an interpreter at school, the condition of ilingual deaf children was not considered fully. The communication between the pair came in an improvised way and superficial. These children have experienced the three types of interactions that are discussed in this work, but with varying emphasis and different degrees: most of the time, the interactions were aggressive, followed by pro-social interactions and then the entertaining ones. In what regards the sociometric, children with hearing loss were between neglected children and middle children, therefore, they had low social impact. Still, we could verify the existence of relationships that indicated friendship between deaf and hearing. It was noticed that for the interactions among peers in school being really helpful, it is necessary to invest more in effective communication between these groups – which means respect for their rights and bilingual condition – in addition to a dynamic school that encourages these interactions through their activities.