Ana Claudia Balieiro Lodi

Educação bilíngue para surdos e inclusão segundo a Política Nacional de Educação Especial e o Decreto nº 5.626/05

Este artigo foi desenvolvido com o objetivo de desvendar os diferentes sentidos de educacao bilingue e de inclusao na Politica Nacional de Educacao Especial na Perspectiva da Educacao Inclusiva e no Decreto no 5.626/05 a luz da teoria discursivo-enunciativa de Bakhtin. Enquanto a Politica de Educacao Especial defende a inclusao dos alunos surdos no sistema regular de ensino, as comunidades surdas e pesquisadores da area, considerando a diferenca linguistica desse grupo social e o disposto no Decreto no 5.626/05, advogam que a educacao de surdos constitui-se como um campo especifico do conhecimento, distanciando-se da educacao especial. Observou-se que o Decreto compreende educacao bilingue para surdos como uma questao social que envolve a lingua brasileira de sinais (Libras) e a lingua portuguesa, em uma relacao intrinseca com os aspectos culturais determinantes e determinados por cada lingua; a Politica, por sua vez, reduz educacao bilingue a presenca de duas linguas no interior da escola sem propiciar que cada uma assuma seu lugar de pertinencia para os grupos que as utilizam, mantendo a hegemonia do portugues nos processos educacionais. Tal concepcao limita a transformacao proposta para a educacao de surdos apenas ao plano discursivo e restringe a inclusao a escola, impossibilitando uma ampliacao desse conceito a todas as esferas sociais, conforme defendido pelo Decreto. Essa diferenca entre os sentidos dos conceitos de educacao bilingue e de inclusao nos dois documentos tem alimentado velhas tensoes e inviabilizado o dialogo entre as proposicoes da Politica de Educacao Especial e do Decreto no 5.626/05.

Plurilingüismo e surdez: uma leitura bakhtiniana da história da educação dos surdos

The history of the education of deaf people is marked by conflict and controversy. It is observed that although the discussions carried out in the last five centuries make reference to education, the questions related to the educational sphere itself have never been emphasized. In other words, the teaching methods and the practices were subjected to the linguistic factor and approached with the purpose of describing and sustaining the defense of the development of oral or sign language. In the present article discussions shall be made from the viewpoint of Bakhtins theory, considering the main facts occurred in the history of the education of deaf people throughout the centuries. The various ideologies that have permeated the discourses about deafness will be explained, as will the historical struggle between the Brazilian sign language (LIBRAS) and the Portuguese language, focusing on the processes determining the lack of incentive, for more than a century, to the use of LIBRAS in the educational processes of deaf people. The consequences of this history for our current reality will be pointed out. Lastly, a brief exposition of a research carried out by the author will be made, pointing to processes that suggest that a transformation of the education of and by deaf people should be made, particularly with regard to the development of the subjects as readers, giving elements to the definition of new studies in the educational sphere.

Public Policies on Deaf Education. Comparative Analysis Between Uruguay and Brazil

Deaf education in Uruguay and Brazil was historically understood from the perspective of disability, and this is why it was conceived and organized as a branch of Special Education, exclusively situated in the frame of urban education. In this chapter we describe the evolution of educational models at the different levels of education, and then analyze how this evolution interacts with three formations: the theories that deal with the relations of the Deaf with language; educational and linguistic ideologies that exist on the Deaf and their language, and public policies that they spawn; and legal frameworks that address the issue of languages, the Deaf and education. In the conclusion, we express the need to establish, in the field of Deaf studies, broader discussion and communication between those who plan educational proposals, those who are carrying forward language policies, and Deaf communities.

Letramentos de surdos: práticas sociais de linguagem entre duas línguas/culturas

This paper, written in the light of Bakhtins work, aims to discuss some specificities of literacy practices for deaf people, since they are constituted on the basis of social practices involving the two languages - Brazilian Sign Language (LIBRAS) and Portuguese. These languages share the same space/time in different spheres of activities and have asymmetric social-cultural and ideological forces. This linguistic-discursive feature relates literacy practices in both languages by establishing, within them, a dialogue (not always peaceful) between languages/cultures. Based on these assumptions, an educational proposal will be presented in which students have developed literacy practices in both languages using their experience in Libras in its discursive/generic dimension. Although still in an early stage, this process might (re)signify and change the historical relationship that has been constituting the dialogue that deaf communities have established with Portuguese.

Reflexões acerca da presença de intérpretes de língua de sinais nos anos iniciais de escolarização

This article aims to question the practice of sign language - oral language interpreters in the first school years and to discuss the implications of the presence of this professional in the process of sign language assimilation by deaf students and their learning process. We conclude that, through these professionals, besides the maintenance of the ideological reproduction that privileges groups of economic, political, linguistic, social, and cultural power, a new power relation is established within the school, contributing to the exclusion of deaf people from education. It is mandatory that we re-signify the concept of inclusion, distancing it from that which is restricted to school spaces in order to assign it an extensive meaning that ensures the social, cultural and linguistic recognition of deaf people in all social spheres.

La experiencia visual de los sordos. Consideraciones políticas, lingüísticas y epistemológicas

Este trabajo pretende deconstruir la concepcion, largamente extendida del caracter visual de los sordos. Esta concepcion supone, en general, una banalizacion de las relaciones que los sordos establecen con el mundo circundante y se nutre de una perspectiva discapacitologica de la sordera. En el caso de la educacion, esta banalizacion llevaria a la idea de que el caracter visual de los sordos puede y debe ser construido pedagogicamente. Nosotros mostraremos que la relacion de los sordos con lo visual cobra particular sentido cuando pensamos que la lengua del grupo discurre por el canal visual y que eso confiere particularidades a su experiencia linguistica y discursiva. Los sordos organizan el mundo linguistico y enunciativo en el plano visual y, desde esa perspectiva, se puede considerar que el caracter visual de los sordos no les es externo, sino constitutivo de su subjetividad y de la forma en que organizan la realidad.