Limites e possibilidades da educação bilíngue para surdos no contexto das políticas de inclusão (1990- 2017): implicações à formação de professores

• Ano de defesa: 2017
• Autor(a) principal: Schubert, Silvana Elisa de Morais
• Orientador(a): Pereira, Maria de Fátima Rodrigues
• Banca de defesa: Souza , Maria A. de, Flach, Simone, Fernandes, Sueli, Leão Neto, Pedro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tuiuti do Parana
• Programa de Pós-Graduação: Doutorado em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Educação bilíngue; Formação de professores para a educação básica de surdos; Políticas de inclusão
• Palavras-chave em Inglês: Bilinguismo e colonialismo; Bilingual Education; Teacher education for the deaf basic education; Inclusion policies; Bilingualism and colonialism
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: This research had as the object of studies the limits and possibilities of bilingualism education in the inclusion policies context and its implication to the teachers training in the period between the decade of 1990 and 2017. It was inquired what are the limits and possibilities present in the inclusion policies for the bilingualism education be effective and how they can contribute to teacher formations for the deaf basic education. This research is justified due the historical difficulties that the deaf have faced to have the Sign Language recognized as necessary for their education and social insertion. The general objective of this study is to unveil if there is or not the presence of bilingualism in the inclusion policies that allow the teachers formation for the deaf and the effectiveness of bilingual education in Libras-Portuguese language. It has the following specific objectives: 1) to investigate whether the bilingualism is present in teacher training in the context of inclusion policies; 2) to examine the teacher training courses, specifically the Pedagogy courses in Curitiba and in the metropolitan region, Paraná State, regarding the presence of Brazilian Sing Language curricular component and the bilingual education; 3) to analyze the reality of teachers working with the deaf, if it is consistent with the policies and if the bilingualism is found in the continued education and classroom practices observing their conditions, limits and possibilities. In order to reach these objectives it was analyzed national and international documents and those produced by deaf social movements about education and inclusion. It was realized questionnaires and interviews with managers, deaf teachers and listeners who work with the deaf in basic education and higher education, it was also done a field research in institutions with deaf students. It was applied the Political Economic Method using the following categories: totality, contradiction, mediation; and it was elected the following object categories: politics, inclusion, colonialism and bilingualism, enabled, with the contribution of pertinent literature, the analysis of the empirical data and it leaded to the following thesis: the limits and possibilities of bilingualism, therefore bilingual education, are at the heart of inclusion policies and that every move towards bilingual training is within the scope of policy formulation and implementation. The inclusion policies have favored debates on bilingualism in the education and teacher training, but they still do not guarantee the Brazilian Sign Language as the mother tongue for Brazilian deaf people and, when defended as so, it is stressed by the hegemony of the Portuguese language. Thus, sign language is predominantly presented in the teachers training as an instrument of access to the hegemonic language, but not yet, as the first language for the educational mediation of deaf people. However, there are already a few bilingual training courses, for instance, the work of INES (National Institute of Deaf Education). Despite this few initiatives, we are far from overcoming colonialist practices. It concludes that Libras is essential but it demands the presence of bilingualism and bilingual education. This thesis, together with other studies on the theme, contributes to the revision of policies and points out the need to add struggle in this direction
• Link de acesso: http://tede.utp.br:8080/jspui/handle/tede/1221

This research had as the object of studies the limits and possibilities of bilingualism education in the inclusion policies context and its implication to the teachers training in the period between the decade of 1990 and 2017. It was inquired what are the limits and possibilities present in the inclusion policies for the bilingualism education be effective and how they can contribute to teacher formations for the deaf basic education. This research is justified due the historical difficulties that the deaf have faced to have the Sign Language recognized as necessary for their education and social insertion. The general objective of this study is to unveil if there is or not the presence of bilingualism in the inclusion policies that allow the teachers formation for the deaf and the effectiveness of bilingual education in Libras-Portuguese language. It has the following specific objectives: 1) to investigate whether the bilingualism is present in teacher training in the context of inclusion policies; 2) to examine the teacher training courses, specifically the Pedagogy courses in Curitiba and in the metropolitan region, Paraná State, regarding the presence of Brazilian Sing Language curricular component and the bilingual education; 3) to analyze the reality of teachers working with the deaf, if it is consistent with the policies and if the bilingualism is found in the continued education and classroom practices observing their conditions, limits and possibilities. In order to reach these objectives it was analyzed national and international documents and those produced by deaf social movements about education and inclusion. It was realized questionnaires and interviews with managers, deaf teachers and listeners who work with the deaf in basic education and higher education, it was also done a field research in institutions with deaf students. It was applied the Political Economic Method using the following categories: totality, contradiction, mediation; and it was elected the following object categories: politics, inclusion, colonialism and bilingualism, enabled, with the contribution of pertinent literature, the analysis of the empirical data and it leaded to the following thesis: the limits and possibilities of bilingualism, therefore bilingual education, are at the heart of inclusion policies and that every move towards bilingual training is within the scope of policy formulation and implementation. The inclusion policies have favored debates on bilingualism in the education and teacher training, but they still do not guarantee the Brazilian Sign Language as the mother tongue for Brazilian deaf people and, when defended as so, it is stressed by the hegemony of the Portuguese language. Thus, sign language is predominantly presented in the teachers training as an instrument of access to the hegemonic language, but not yet, as the first language for the educational mediation of deaf people. However, there are already a few bilingual training courses, for instance, the work of INES (National Institute of Deaf Education). Despite this few initiatives, we are far from overcoming colonialist practices. It concludes that Libras is essential but it demands the presence of bilingualism and bilingual education. This thesis, together with other studies on the theme, contributes to the revision of policies and points out the need to add struggle in this direction