Educação bilíngue para surdos: análise de práticas pedagógicas

• Autor(a) principal: Souza, Camila Ramos Franco de
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16092
• topic: Educação especial; Educação de surdos; Bilinguismo; Surdez; Special education; Education of the deaf; Bilingualism; Deafness; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

The education of the deaf is facing many changes in the last years; however, throughout its history, it has always been in the agenda which one would be the best way of teaching deaf students and of communicating with them, leading to various pedagogic proposals that differ in their way of teaching and of communicating with these people, such as the Oralism's, Total Communication's and Bilingualism's proposals. Recently, the municipality of São Paulo has restructured its educational system for the deaf, transforming the Municipal Schools of Special Education (EMEE) in Municipal Schools of Bilingual Education for Deaf (EMEBS). The present study intended to analyse whether the existing pedagogical practices in the schools serving deaf students in the city of São Paulo are consistent with the bilingual approach of education for deaf or are influenced by other educational approaches. Although this research does not disregard the fact that teaching involves different stages: planning, knowledge, environment's organisation, pedagogical resources, among others, its focus is on the bilingual teacher's performance in class. Filming of the classes taught by three bilingual teachers were made in one of the six municipal schools intended for the service for deaf students. Afterwards, the video content was analysed according to a protocol of observation whereupon behaviours related to the following categories were registered: Orality; LIBRAS (Brazilian Sign Language); Portuguese and Resources and Strategies. In possession of the notes made after the filming analysis, interviews with the teachers were realized in order to evidence the educational approach that directs the teacher's job as well as clarify possible doubts about what was observed. The results enabled to conclude that, between the participating teachers, two of them presented practices consistent with the Proposal for Bilingual Education for Deaf, following the legislation and even the orientation proposed to this type of teaching, whereas one teacher, despite claiming to work in bilingual approach, seemed to divert her practice from this approach, approximating more to the Total Communication approach. These results are important because they sustain the feasibility of implementing the bilingual proposal in the existing conditions (at least at the researched school) and with the available resources