O psicólogo escolar e a demanda linguística na escolarização de alunos surdos

Abstract

The general objective of this work was to outline the psychologist's competencies in the educational context regarding the schooling of deaf people, seeking to identify the most frequent demands that arise in the schooling process of these students. Specifically, we seek to raise the demands identified in the light of school psychology in view of the specific particularities of deaf students, with emphasis on the linguistic needs of these students. The rarity of studies involving the performance of the school psychologist in meeting the linguistic demands of deaf students justified the research. The methodological basis that supported the research was developed in light of the theoretical assumptions of De Grande (2007), Denzin and Lincoln (2006), Gil (2008), and Minayo and Sanches (1993). The methodology adopted in this study was based on the assumptions of bibliographical and qualitative research and document analysis of legal aspects, such as Decree 5626/05, Law 10436/02, Law 13146/2015, and Law 14191/2021, among others. The qualitative research that underlies the present investigation is in line with the studies by Bogdan and Biklen (1994), who consider the natural environment as a direct source of data and the researcher as a key instrument. As for the theoretical-methodological framework, the study was circumscribed in the bibliographic review of the study theme, namely, the texts referring to the performance of the school psychologist in the face of the demand for schooling of deaf people in general terms and the publications of the Class Councils of Psychologists. In order to seek support for the theme involved in the present study, works such as those by Andrada (2005), Antunes (2008), Barbosa (2011), Dias, Patias, and Abaiad (2014); Oliveira and Marinho-Arajo (2009); Patto (1981); Saints (2017); and Viana (2016) are included in the scope of school psychology. In the context of schooling for the deaf, the research by Bisol and Simioni (2008), Caroliny et al. (2018), Dalcin (2009), De Oliveira et al. (2018), Dos Santos et al. (2020), and Pereira (2009) grounded our discussions. Data collection was carried out from a live broadcast made available in the public domain on the internet, in a profile of a social network. The live show featured, among other participants who followed the real-time transmission, psychologists who work in the school context. Given that the pandemic period caused by COVID-19, followed by social isolation, resulted in a series of remote activities utilizing technology, the virtual environment has become even more beneficial for conducting research. The results showed that the demands of deaf students are diverse and that school psychologists are aware of the necessary skills to meet them. However, only one research participant claimed to have developed an interventional proposal. Given this scenario, as a result of the present study, we present an outline of an intervention proposal and a roadmap for assisting deaf students and their families, which can be adapted according to the identified demand. We hope that the present study will contribute to the work of the school psychologist in relation to the demands of deaf students in a specific way that dialogues with the linguistic needs of these subjects. The challenges inherent to inclusive education assume a special dimension when related to the deaf.