Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9746 |
Resumo: | Statements concerning bilingual projects for the education of the deaf did not arise suddenly and actively in inclusive schools. There was a shifting of knowledge configuring a new educational paradigm for deaf people. Perhaps influenced by power relations manifested through laws, decrees, social movements, community struggles and researchers that contributed to the implementation of inclusive bilingual school environments. In this study, these emergency processes were investigated through documentary analysis and interviews with school managers. The aim is analyzing the historical trajectory and the knowledge compositions that have activated a new bilingual inclusive educational scenario for deaf individuals, other than the inclusive proposals in consonance with the model supported by the guidelines that support discourses and practices in special education. Proposals and actions have been presented that try to break with this new paradigm towards the maintenance of a school centered in the Portuguese language. For this, is credited with the regulations for the changes of inclusive mainstream schools to the format of inclusive schools-polo bilingual. The archaeogeneal method developed by Michel Foucault, contributed to the historicization of the factors that allowed the emergence of bilingual projects as a field of research. We analyzed the conjunctures of displacements operated from one knowledge to another which implemented bilingual educational projects for the deaf education. In this sense, the relevance of this research was to contribute with the existing discussions about the displacements of knowledge for educational procedures, carried out in municipalities that adopt inclusive bilingual methods, in order to demarcate the history of social movements toward proposals of bilingual polo-schools. |
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MORAIS, Mariana PeresMartins, Vanessa Regina de Oliveirahttp://lattes.cnpq.br/4768682330164550http://lattes.cnpq.br/33124081169055862018-04-13T13:32:22Z2018-04-13T13:32:22Z2018-02-09MORAIS, Mariana Peres. Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos. 2018. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9746.https://repositorio.ufscar.br/handle/ufscar/9746Statements concerning bilingual projects for the education of the deaf did not arise suddenly and actively in inclusive schools. There was a shifting of knowledge configuring a new educational paradigm for deaf people. Perhaps influenced by power relations manifested through laws, decrees, social movements, community struggles and researchers that contributed to the implementation of inclusive bilingual school environments. In this study, these emergency processes were investigated through documentary analysis and interviews with school managers. The aim is analyzing the historical trajectory and the knowledge compositions that have activated a new bilingual inclusive educational scenario for deaf individuals, other than the inclusive proposals in consonance with the model supported by the guidelines that support discourses and practices in special education. Proposals and actions have been presented that try to break with this new paradigm towards the maintenance of a school centered in the Portuguese language. For this, is credited with the regulations for the changes of inclusive mainstream schools to the format of inclusive schools-polo bilingual. The archaeogeneal method developed by Michel Foucault, contributed to the historicization of the factors that allowed the emergence of bilingual projects as a field of research. We analyzed the conjunctures of displacements operated from one knowledge to another which implemented bilingual educational projects for the deaf education. In this sense, the relevance of this research was to contribute with the existing discussions about the displacements of knowledge for educational procedures, carried out in municipalities that adopt inclusive bilingual methods, in order to demarcate the history of social movements toward proposals of bilingual polo-schools.Não foi de forma repentina que os enunciados relativos aos projetos bilíngues para a educação de surdos surgiram ativamente em escolas inclusivas. Houve um deslocamento de saber, configurando um novo paradigma educacional para surdos, possivelmente influenciado por relações de poder, manifestadas através de leis, decretos, movimentos sociais, lutas das comunidades e de pesquisadores que contribuíram para a implementação de iniciativas bilíngues em ambiente escolar inclusivos. São precisamente esses processos emergenciais que foram pesquisados, através de análise documental e de entrevistas com gestores escolares, com o objetivo de analisar a trajetória histórica e as composições de saberes que ativaram um novo cenário educacional inclusivo bilíngue para surdos, distintos das propostas inclusivas em consonância com o modelo referendado pelas diretrizes que sustentam discursos e, práticas na educação especial. São apresentadas propostas e com elas algumas ações que tentam romper com esse novo paradigma em direção à manutenção de uma escola centrada na língua portuguesa. Para tal, credita-se nas regulamentações para as mudanças de escolas regulares inclusivas para o formato de escolas-polo inclusivas bilíngues. O método arqueogenealógico, desenvolvido por Michel Foucault, contribuiu para a historicização dos fatores que possibilitaram a emergência de projetos bilíngues como um campo de investigação. São analisadas as conjunturas de deslocamentos operados de um saber para outro, os quais efetivaram projetos educacionais bilíngues para educação de surdos. Nesse sentido, a relevância desta pesquisa consiste em contribuir com as discussões existentes sobre os deslocamentos de saber para procedimentos educacionais, realizados em municípios que adotam métodos inclusivos bilíngues, a fim de demarcar a história dos movimentos sociais em direção a propostas de escolas-polo bilíngues.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarSurdezEducação bilíngueRelação de poderDiscursoDeslocamento de saberBilingual educationDeafPowerDiscourseKnowledgeCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAOCIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTOCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOTrajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnlineinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARLICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/9746/3/license.txtae0398b6f8b235e40ad82cba6c50031dMD53ORIGINALMORAIS_Mariana_2018.pdfMORAIS_Mariana_2018.pdfapplication/pdf1166326https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/9746/4/MORAIS_Mariana_2018.pdf12bf88f92c9df678ad2276dfa4097f29MD54TEXTMORAIS_Mariana_2018.pdf.txtMORAIS_Mariana_2018.pdf.txtExtracted texttext/plain238648https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/9746/5/MORAIS_Mariana_2018.pdf.txt202447725795812eac3fe5f1b77bb4c9MD55THUMBNAILMORAIS_Mariana_2018.pdf.jpgMORAIS_Mariana_2018.pdf.jpgIM Thumbnailimage/jpeg6209https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/9746/6/MORAIS_Mariana_2018.pdf.jpgc10c574852da9b65636852d5e9e99d19MD56ufscar/97462019-09-11 03:46:14.826oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222019-09-11T03:46:14Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos |
title |
Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos |
spellingShingle |
Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos MORAIS, Mariana Peres Surdez Educação bilíngue Relação de poder Discurso Deslocamento de saber Bilingual education Deaf Power Discourse Knowledge CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos |
title_full |
Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos |
title_fullStr |
Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos |
title_full_unstemmed |
Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos |
title_sort |
Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos |
author |
MORAIS, Mariana Peres |
author_facet |
MORAIS, Mariana Peres |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3312408116905586 |
dc.contributor.author.fl_str_mv |
MORAIS, Mariana Peres |
dc.contributor.advisor1.fl_str_mv |
Martins, Vanessa Regina de Oliveira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4768682330164550 |
contributor_str_mv |
Martins, Vanessa Regina de Oliveira |
dc.subject.por.fl_str_mv |
Surdez Educação bilíngue Relação de poder Discurso Deslocamento de saber |
topic |
Surdez Educação bilíngue Relação de poder Discurso Deslocamento de saber Bilingual education Deaf Power Discourse Knowledge CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Bilingual education Deaf Power Discourse Knowledge |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
Statements concerning bilingual projects for the education of the deaf did not arise suddenly and actively in inclusive schools. There was a shifting of knowledge configuring a new educational paradigm for deaf people. Perhaps influenced by power relations manifested through laws, decrees, social movements, community struggles and researchers that contributed to the implementation of inclusive bilingual school environments. In this study, these emergency processes were investigated through documentary analysis and interviews with school managers. The aim is analyzing the historical trajectory and the knowledge compositions that have activated a new bilingual inclusive educational scenario for deaf individuals, other than the inclusive proposals in consonance with the model supported by the guidelines that support discourses and practices in special education. Proposals and actions have been presented that try to break with this new paradigm towards the maintenance of a school centered in the Portuguese language. For this, is credited with the regulations for the changes of inclusive mainstream schools to the format of inclusive schools-polo bilingual. The archaeogeneal method developed by Michel Foucault, contributed to the historicization of the factors that allowed the emergence of bilingual projects as a field of research. We analyzed the conjunctures of displacements operated from one knowledge to another which implemented bilingual educational projects for the deaf education. In this sense, the relevance of this research was to contribute with the existing discussions about the displacements of knowledge for educational procedures, carried out in municipalities that adopt inclusive bilingual methods, in order to demarcate the history of social movements toward proposals of bilingual polo-schools. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-04-13T13:32:22Z |
dc.date.available.fl_str_mv |
2018-04-13T13:32:22Z |
dc.date.issued.fl_str_mv |
2018-02-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
MORAIS, Mariana Peres. Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos. 2018. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9746. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9746 |
identifier_str_mv |
MORAIS, Mariana Peres. Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos. 2018. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9746. |
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https://repositorio.ufscar.br/handle/ufscar/9746 |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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