Questioning the objective to be achieved, taking into account the positive and negative sides. The formation, involvement, and commitment of direct...

Questioning the objective to be achieved, taking into account the positive and negative sides. The formation, involvement, and commitment of directors, teachers, and pedagogues in the educational process becomes fundamental, rethinking the teaching-learning process. It is considered important for the teacher to know the methodological possibilities that technologies bring to work on content, through creative activities, a process of conscious and reflective development of knowledge, pedagogically using technological resources, with a transformative perspective of school learning. It can be said that the media has great pedagogical power because they use images. Thus, it becomes increasingly necessary for the school to appropriate technological resources, dynamizing the learning process. Democratic and participatory school management makes the school more active and its practices must be reflected in and by the community. Participation in education is much more than dialogue, it is a slow, conflictive process, in which knowing the conflicts and knowing how to mediate them becomes a primary source. Therefore, it is necessary to listen to parents, the community, and representative bodies. These are paths that must be taken for the construction of inclusive education. The director should be the main revitalizer of the teacher's behavior that demonstrates cooperative thoughts and actions in the service of inclusion. It is common for teachers to fear innovation and assume risks that are viewed negatively and with suspicion by peers who are attached to traditional models. The director is of fundamental importance in overcoming these predictable barriers and can do so through appropriate lectures and actions that reinforce support for teachers. (SAGE, 1999, p.138) The importance of Brazilian Sign Language in the era of inclusion begins mainly in the area of education. When the teaching of sign language becomes increasingly common, public and private schools naturally become more prepared to receive students with some level of deafness. In Brazil, schools in several states already provide sign language translators and interpreters so that deaf students can study in regular public education. This initial investment is one of the important steps towards the desired bilingual education, which will provide broad access to quality education for the deaf. Inclusion in schools is not just an ideology, but a civil right. Article 26 of the Universal Declaration of Human Rights states that “everyone has the right to education”. Thus, seeking this egalitarian condition is a fundamental role for the psychoemotional development of students with special needs.