Formação de professores surdos no curso de geografia: uma análise do PPC do curso de licenciatura em geografia do CESP-UEA

Abstract

Throughout the 1990s and early 2000s, education from an inclusive perspective advanced considerably. However, even if they have guaranteed the rights to join the academy and have a higher education, deaf students continue to seek accessibility and quality of education. This work proposes a reflection on the presence of inclusive education for deaf students in the Pedagogical Curriculum Project (PPC) of the Degree in Geography at the Centro de Estudos Superiores de Parintins, a unit of the Universidade do Estado do Amazonas (CESP-UEA). The study consisted of an empirical evaluation of the PPC of the course based on documentary research regarding guidelines and norms that support and guide the development of pedagogical projects aligned with inclusive education. Although the University has inclusion policies, it was found that the PPC does not refer to inclusive education.