ESTUDANTE SURDO DE ESCOLAS DO CAMPO

The aim of this text is to problematize pedagogical practice with deaf students in rural schools and textbooks. The research was conducted in municipalities within the Metropolitan Region of Curitiba, in the state of Paraná, with a theoretical-methodological basis on Historical-Dialectical Materialism. Data collection procedures were: systematic observation, semi-structured interviews with deaf students, their families and teachers. In addition to the fieldwork, the study was complemented with an analysis of the normative documents on Education in the Countryside and Special Education, as well as a set of textbooks used in schools in the countryside. The results indicate the fragility of the rural school’s identity and of deaf people's understanding of rural areas. In addition, textbooks distance themselves from the concept of rural education formulated by social movements. The conclusion is that deaf students are marginalized both in pedagogical practice and in the countryside itself.