PUBLIC POLICIES FOR DEAF EDUCATION IN THE MUNICIPALITY OF JAICÓS, PIAUÍ, BRAZIL

Abstract

This chapter aims to evaluate the governmental actions implemented through public policies designed to support the educational provision for deaf students in the municipality of Jaicós, in the state of Piauí, Brazil. The study is grounded in the understanding that inclusive education is a fundamental right guaranteed by the 1988 Federal Constitution of Brazil, the National Education Guidelines and Framework Law (Law No. 9,394/1996), the Brazilian Inclusion Law (Law No. 13,146/2015), and Law No. 10,436/2002, which officially recognizes the Brazilian Sign Language (Libras) as the legal means of communication and expression of the Brazilian deaf community. Within this framework, the research seeks to identify the existence of public policies and institutional actions aimed at promoting the educational inclusion of deaf students by examining the strategies adopted by both municipal and state education systems, as well as assessing their effectiveness in ensuring access, school retention, meaningful learning, and active participation in the educational environment.the participants included deaf students, teachers, and school administrators from municipal and state public schools. This investigation is characterized as a qualitative, descriptive, and exploratory study conducted through field visits and semi-structured interviews with the participants. The collected data were organized and analyzed using a qualitative approach, allowing for an in-depth understanding of the perceptions of the different stakeholders regarding the implementation of educational policies, the challenges encountered in everyday school practices, and the educational support available to deaf students.The findings reveal the existence of initiatives aimed at fostering educational inclusion, including specialized educational support services and targeted pedagogical interventions. However, these measures remain insufficient to ensure a genuinely bilingual, inclusive, and high-quality education. Significant challenges were identified, including the shortage of professionals proficient in Libras, the limited availability of continuing professional development for teachers, the lack of accessible teaching and learning resources, and weaknesses in the implementation of public policies specifically addressing deaf education. These limitations hinder the recognition of the linguistic and cultural identity of the deaf community and restrict the full realization of the right to education on equal terms with hearing students. The study concludes that, despite important legislative advances and local initiatives, substantial efforts are still required to strengthen public policies, expand investments in teacher education, recruit qualified professionals, and consolidate bilingual pedagogical practices capable of ensuring effective inclusion and the comprehensive development of deaf learners.