THE PORTUGUESE SIGN LANGUAGE CURRICULUM: past, present and future

Detalhes bibliográficos
Autor(a) principal: Carmo, Helena
Data de Publicação: 2022
Outros Autores: Carvalho, Paulo Vaz de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Momento (Rio Grande. Online)
Texto Completo: https://periodicos.furg.br/momento/article/view/14498
Resumo: The Portuguese Sign Language (hereinafter LGP) is linked to the deaf education in Portugal for decades. Its genesis is found in the first institutes in Lisbon and Porto in the 19th century, in which a considerable number of deaf people had gathered and developed signed communication systems. During the 19th century, the methodologies used in their education were based on these signed systems and the manual alphabet. With the advent of oralist methodologies introduced in Portugal, these signed communication systems were banned from the classroom, although deaf students continued to develop their sign communication clandestinely. The LGP was rescued in the 80s and 90s of the 20th century as a result of the studies carried out by the University of Lisbon in partnership with the Portuguese Association of the Deaf, and of the first attempts to implement bilingual education for deaf students. Both developments demonstrated the need to teach LGP as a first language to deaf students and the construction of an LGP curriculum. The first national LGP curriculum is published (DGIDC, 2008) with the publication of the Decree-Law 3/2008, which regulated deaf bilingual education for the first time in its Article 23. In 2018, two new Decree-Laws were published (54/2018 and 55/2018) that revoke the previous Decree-Law and promote a curriculum review of all school subjects. To understand the effectiveness of the 2008 LGP curriculum, we carried out an exploratory study. We interviewed four deaf LGP teachers who suggested the reformulation of the LGP curriculum, respecting the 2018 legislation and the reality of the current deaf school population.
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spelling THE PORTUGUESE SIGN LANGUAGE CURRICULUM: past, present and futureDeaf Education. Bilingual Education. Portuguese Sign Language. Educational Policies. Curriculum ProgramThe Portuguese Sign Language (hereinafter LGP) is linked to the deaf education in Portugal for decades. Its genesis is found in the first institutes in Lisbon and Porto in the 19th century, in which a considerable number of deaf people had gathered and developed signed communication systems. During the 19th century, the methodologies used in their education were based on these signed systems and the manual alphabet. With the advent of oralist methodologies introduced in Portugal, these signed communication systems were banned from the classroom, although deaf students continued to develop their sign communication clandestinely. The LGP was rescued in the 80s and 90s of the 20th century as a result of the studies carried out by the University of Lisbon in partnership with the Portuguese Association of the Deaf, and of the first attempts to implement bilingual education for deaf students. Both developments demonstrated the need to teach LGP as a first language to deaf students and the construction of an LGP curriculum. The first national LGP curriculum is published (DGIDC, 2008) with the publication of the Decree-Law 3/2008, which regulated deaf bilingual education for the first time in its Article 23. In 2018, two new Decree-Laws were published (54/2018 and 55/2018) that revoke the previous Decree-Law and promote a curriculum review of all school subjects. To understand the effectiveness of the 2008 LGP curriculum, we carried out an exploratory study. We interviewed four deaf LGP teachers who suggested the reformulation of the LGP curriculum, respecting the 2018 legislation and the reality of the current deaf school population.Universidade Federal do Rio Grande2022-07-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.furg.br/momento/article/view/1449810.14295/momento.v31i02.14498Momento - Diálogos em Educação; Vol. 31 No. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 327 - 349Momento - Diálogos em Educação; v. 31 n. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 327 - 3492316-3100reponame:Momento (Rio Grande. Online)instname:Universidade Federal do Rio Grande (FURG)instacron:FURGporhttps://periodicos.furg.br/momento/article/view/14498/9700Copyright (c) 2022 Momento - Diálogos em Educaçãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCarmo, HelenaCarvalho, Paulo Vaz de2022-07-29T12:16:58Zoai:ojs.periodicos.furg.br:article/14498Revistahttps://periodicos.furg.br/momentoPUBhttps://periodicos.furg.br/momento/oai||momento.educacao@furg.br2316-31000102-2717opendoar:2022-07-29T12:16:58Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG)false
dc.title.none.fl_str_mv THE PORTUGUESE SIGN LANGUAGE CURRICULUM: past, present and future
title THE PORTUGUESE SIGN LANGUAGE CURRICULUM: past, present and future
spellingShingle THE PORTUGUESE SIGN LANGUAGE CURRICULUM: past, present and future
Carmo, Helena
Deaf Education. Bilingual Education. Portuguese Sign Language. Educational Policies. Curriculum Program
title_short THE PORTUGUESE SIGN LANGUAGE CURRICULUM: past, present and future
title_full THE PORTUGUESE SIGN LANGUAGE CURRICULUM: past, present and future
title_fullStr THE PORTUGUESE SIGN LANGUAGE CURRICULUM: past, present and future
title_full_unstemmed THE PORTUGUESE SIGN LANGUAGE CURRICULUM: past, present and future
title_sort THE PORTUGUESE SIGN LANGUAGE CURRICULUM: past, present and future
author Carmo, Helena
author_facet Carmo, Helena
Carvalho, Paulo Vaz de
author_role author
author2 Carvalho, Paulo Vaz de
author2_role author
dc.contributor.author.fl_str_mv Carmo, Helena
Carvalho, Paulo Vaz de
dc.subject.por.fl_str_mv Deaf Education. Bilingual Education. Portuguese Sign Language. Educational Policies. Curriculum Program
topic Deaf Education. Bilingual Education. Portuguese Sign Language. Educational Policies. Curriculum Program
description The Portuguese Sign Language (hereinafter LGP) is linked to the deaf education in Portugal for decades. Its genesis is found in the first institutes in Lisbon and Porto in the 19th century, in which a considerable number of deaf people had gathered and developed signed communication systems. During the 19th century, the methodologies used in their education were based on these signed systems and the manual alphabet. With the advent of oralist methodologies introduced in Portugal, these signed communication systems were banned from the classroom, although deaf students continued to develop their sign communication clandestinely. The LGP was rescued in the 80s and 90s of the 20th century as a result of the studies carried out by the University of Lisbon in partnership with the Portuguese Association of the Deaf, and of the first attempts to implement bilingual education for deaf students. Both developments demonstrated the need to teach LGP as a first language to deaf students and the construction of an LGP curriculum. The first national LGP curriculum is published (DGIDC, 2008) with the publication of the Decree-Law 3/2008, which regulated deaf bilingual education for the first time in its Article 23. In 2018, two new Decree-Laws were published (54/2018 and 55/2018) that revoke the previous Decree-Law and promote a curriculum review of all school subjects. To understand the effectiveness of the 2008 LGP curriculum, we carried out an exploratory study. We interviewed four deaf LGP teachers who suggested the reformulation of the LGP curriculum, respecting the 2018 legislation and the reality of the current deaf school population.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.furg.br/momento/article/view/14498
10.14295/momento.v31i02.14498
url https://periodicos.furg.br/momento/article/view/14498
identifier_str_mv 10.14295/momento.v31i02.14498
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.furg.br/momento/article/view/14498/9700
dc.rights.driver.fl_str_mv Copyright (c) 2022 Momento - Diálogos em Educação
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Momento - Diálogos em Educação
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Rio Grande
publisher.none.fl_str_mv Universidade Federal do Rio Grande
dc.source.none.fl_str_mv Momento - Diálogos em Educação; Vol. 31 No. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 327 - 349
Momento - Diálogos em Educação; v. 31 n. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 327 - 349
2316-3100
reponame:Momento (Rio Grande. Online)
instname:Universidade Federal do Rio Grande (FURG)
instacron:FURG
instname_str Universidade Federal do Rio Grande (FURG)
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reponame_str Momento (Rio Grande. Online)
collection Momento (Rio Grande. Online)
repository.name.fl_str_mv Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG)
repository.mail.fl_str_mv ||momento.educacao@furg.br
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