Educação de surdos: políticas públicas da Prefeitura Municipal de São Paulo e repercussões em escolas da Diretoria Regional de Educação São Miguel Paulista - DRE MP

• Ano de defesa: 2019
• Autor(a) principal: Simões, Aline Costa
• Orientador(a): Silveira, Nadia Dumara Ruiz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Políticas públicas; Surdos - Educação - Bilinguismo; Cultura
• Palavras-chave em Inglês: Public policies; Deaf - Education - Bilingualism; Culture
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/22834

By focusing on deaf education in the perspective of the History of Education we found three philosophical approaches that guided the actions of educators: Oralism, Total Communication and Bilingualism. Two distinct forms of understanding of Deafness are also identified: as disability and as a difference. It is currently verified the evidence of bilingual education for the Deaf and legislations that deliberate on the use of sign language as the mother tongue of the Deaf, which represents advances, not yet properly known, for both listeners and for the Deaf. The acquisition of sign language is a late process and there are many conflicts in the constitution of deaf identity. As for the education of deaf people in schools predominates the use of a secondary language for the Deaf, the oral language, in the written modality, which does not guarantee the constitution of deaf identity. Considering this context and the diversity present in the school space, it is questioned: How curricular public policies are characterized in the teaching practices of education for the deaf, in the bilingual approach, considering cultural and linguistic identity characteristics of these students in the process of acquiring the Written Portuguese language? In this dimension, this research is placed as objective: to analyze the public policies of Education for the Deaf and the curriculum proposed by the City Hall of São Paulo, focusing on the conception of Bilingual Education and the repercussion of the care of deaf students in the school community of the Regional Directorate of Education of São Miguel Paulista (DRE MP). The study, qualitatively approach, focused on conceptual theoretical foundations relevant to the area of Education, with specific focuses on Deaf Education, Culture and Curriculum. Documentary analysis was used to identify legal and institutional parameters. The field research, carried out in schools in the municipal education network of São Paulo, had as procedures: observation of teaching practices in the education of Deaf children and conducting interviews with teachers and managers. Among the results obtained, it is necessary a real mobilization and actions of many sectors that effectively ensure the constitution of a national policy of bilingual education for the deaf, both by governments and on the part of the schools, considering bilingual education since its PPP – Pedagogical Political Project that mentions the processes of learning the written language in bilingual education for deaf people in a differentiated way from that of listeners, and which should aggregate in its context, aspects Intercultural. It is still necessary that all those involved in the educational process become aware and consent to these pedagogical actions and practices, always aiming at the integral development of the deaf