Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia
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/11016 |
Resumo: | The objective of this work is to investigate, in a comparative perspective, the documents that recognize sign languages in Brazil and Sweden and to analyze if their respective acknowledgments contributed to the educational process of the deaf in both countries. This is a documentary study, with content analysis as the main approach. In the midst of a broader discussion of linguistic rights and the right to use minority languages, advances in the education of deaf people - from a legal point of view - are beginning to be more explicit in the 1990s, marked by deaf and debates about the negative reflexes of the clinical-therapeutic model. The deaf community is then represented at the core of the political strategy of the multiculturalist movement, and studies on this aspect begin to strengthen in the international context, as well as discussions on the officialisation of sign languages. Sweden, the first country to give language status to a sign language, as well as the "Swedish model" of bilingual education, arouses great interest. The analysis lines were: type of recognition, analyzes of the texts of the Law Libras (nº 10.436 / 2002) and Law of the Swedish Language (SFS 2009: 600) and contributions of the documents for the education of the deaf. The methodology of comparative education studies showed important aspects. In Sweden, the right to acquire and use the Swedish language of signs as a mother tongue is provided for by law, and the country effectively contributes to the creation of real conditions for acquisition by the deaf community; linguistic policies govern the entire process of linguistic law and the right of language acquisition to the deaf. In Brazil, the right to purchase is not provided for by law and, thus, the paths to be covered by deaf children who seek acquisition of their language are not defined; the debates on Libras have always been closely linked to the debates on the rights of persons with disabilities, with the double categorization of the deaf being evident: persons with disabilities and members of minority groups. Therefore, the recognition of Libras did not guarantee the deaf people of Brazil the right to acquire sign language; and also did not promote the guarantee of a bilingual education. In Sweden, in view of the scenario studied, the law only reaffirmed the practice carried out over many years: sign language education throughout school age. |
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Montes, Aline Lucia BaggioLacerda, Cristina Broglia Feitosa dehttp://lattes.cnpq.br/9468232016416725http://lattes.cnpq.br/39611950906773930929290c-84ce-4f01-a63b-5aacae477ad42019-02-19T19:55:51Z2019-02-19T19:55:51Z2018-05-11MONTES, Aline Lucia Baggio. Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia. 2018. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11016.https://repositorio.ufscar.br/handle/ufscar/11016The objective of this work is to investigate, in a comparative perspective, the documents that recognize sign languages in Brazil and Sweden and to analyze if their respective acknowledgments contributed to the educational process of the deaf in both countries. This is a documentary study, with content analysis as the main approach. In the midst of a broader discussion of linguistic rights and the right to use minority languages, advances in the education of deaf people - from a legal point of view - are beginning to be more explicit in the 1990s, marked by deaf and debates about the negative reflexes of the clinical-therapeutic model. The deaf community is then represented at the core of the political strategy of the multiculturalist movement, and studies on this aspect begin to strengthen in the international context, as well as discussions on the officialisation of sign languages. Sweden, the first country to give language status to a sign language, as well as the "Swedish model" of bilingual education, arouses great interest. The analysis lines were: type of recognition, analyzes of the texts of the Law Libras (nº 10.436 / 2002) and Law of the Swedish Language (SFS 2009: 600) and contributions of the documents for the education of the deaf. The methodology of comparative education studies showed important aspects. In Sweden, the right to acquire and use the Swedish language of signs as a mother tongue is provided for by law, and the country effectively contributes to the creation of real conditions for acquisition by the deaf community; linguistic policies govern the entire process of linguistic law and the right of language acquisition to the deaf. In Brazil, the right to purchase is not provided for by law and, thus, the paths to be covered by deaf children who seek acquisition of their language are not defined; the debates on Libras have always been closely linked to the debates on the rights of persons with disabilities, with the double categorization of the deaf being evident: persons with disabilities and members of minority groups. Therefore, the recognition of Libras did not guarantee the deaf people of Brazil the right to acquire sign language; and also did not promote the guarantee of a bilingual education. In Sweden, in view of the scenario studied, the law only reaffirmed the practice carried out over many years: sign language education throughout school age.O objetivo desse trabalho é investigar, na perspectiva comparada, os documentos que reconhecem as línguas de sinais no Brasil e na Suécia e analisar se os respectivos reconhecimentos contribuíram para o processo educacional dos surdos, em ambos os países. Trata-se de um estudo documental, tendo a análise de conteúdo como principal abordagem. Em meio a uma discussão mais ampla sobre direitos linguísticos e direito ao uso de línguas minoritárias, avanços na educação de surdos – do ponto de vista legal – começam a se fazer presentes de forma mais explícita na década de 1990, marcada pelos movimentos surdos e por debates sobre os reflexos negativos do modelo clínico-terapêutico. A comunidade surda passa, então, a se ver representada na essência da estratégia política do movimento multiculturalista e estudos sobre essa vertente começam se fortalecer no contexto internacional, assim como as discussões sobre a oficialização de línguas de sinais. A Suécia, primeiro país a dar status de língua a uma língua de sinais, assim como o “modelo sueco” de educação bilíngue, desperta um grande interesse. Os eixos de análise foram: tipo de reconhecimento, análises dos textos da Lei Libras (nº10.436/2002) e Lei da Língua Sueca (SFS 2009:600) e contribuições dos documentos para a educação de surdos. A metodologia de estudos em educação comparada mostrou importantes aspectos. Na Suécia, o direito de aquisição e uso da língua sueca de sinais, como língua materna, está previsto na lei, e o país contribui efetivamente na criação de condições reais para a sua aquisição pela comunidade surda; as políticas linguísticas regem todo o processo de direito linguístico e de direito de aquisição de língua aos surdos. No Brasil, o direito à aquisição não é previsto em lei e, assim, não estão definidos os caminhos a serem percorridos pelas crianças surdas que almejam a aquisição de sua língua; os debates sobre a Libras sempre estiveram estritamente ligadas aos debates dos direitos da pessoa com deficiência, sendo evidente a dupla categorização dada aos surdos: pessoas com deficiência e membros de grupos minoritários. Portanto, o reconhecimento da Libras não garantiu ao surdos brasileiros o direito à aquisição da língua de sinais; e, também, não promoveu a garantia de uma educação bilíngue. Na Suécia, diante do cenário estudado, a lei só reafirmou a prática executada durante longos anos: uma educação em língua de sinais durante toda a idade escolar.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação comparada internacionalReconhecimento de língua(s) de sinaisEducação bilíngue de surdosBrasilSuéciaInternational comparative educationRecognition of sign language(s)Bilingual education of the deafBrazilSwedenCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOReconhecimento de línguas de sinais e educação de surdos no Brasil e na Suéciainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline85cf323b-396e-4cb9-bc50-e134731b9fcdinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALBAGGIO_Aline_2018.pdfBAGGIO_Aline_2018.pdfDissertação Finalapplication/pdf4536256https://repositorio.ufscar.br/bitstream/ufscar/11016/1/BAGGIO_Aline_2018.pdf0a812d010635a6e2fada684fdab3b9cbMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/11016/3/license.txtae0398b6f8b235e40ad82cba6c50031dMD53TEXTBAGGIO_Aline_2018.pdf.txtBAGGIO_Aline_2018.pdf.txtExtracted texttext/plain245216https://repositorio.ufscar.br/bitstream/ufscar/11016/4/BAGGIO_Aline_2018.pdf.txt1ec422f51156b6a2672f35d61100aa6fMD54THUMBNAILBAGGIO_Aline_2018.pdf.jpgBAGGIO_Aline_2018.pdf.jpgIM Thumbnailimage/jpeg6154https://repositorio.ufscar.br/bitstream/ufscar/11016/5/BAGGIO_Aline_2018.pdf.jpge477707c173d761ce8a80e1abcee3d71MD55ufscar/110162023-09-18 18:31:49.484oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:49Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia |
title |
Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia |
spellingShingle |
Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia Montes, Aline Lucia Baggio Educação comparada internacional Reconhecimento de língua(s) de sinais Educação bilíngue de surdos Brasil Suécia International comparative education Recognition of sign language(s) Bilingual education of the deaf Brazil Sweden CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia |
title_full |
Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia |
title_fullStr |
Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia |
title_full_unstemmed |
Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia |
title_sort |
Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia |
author |
Montes, Aline Lucia Baggio |
author_facet |
Montes, Aline Lucia Baggio |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3961195090677393 |
dc.contributor.author.fl_str_mv |
Montes, Aline Lucia Baggio |
dc.contributor.advisor1.fl_str_mv |
Lacerda, Cristina Broglia Feitosa de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9468232016416725 |
dc.contributor.authorID.fl_str_mv |
0929290c-84ce-4f01-a63b-5aacae477ad4 |
contributor_str_mv |
Lacerda, Cristina Broglia Feitosa de |
dc.subject.por.fl_str_mv |
Educação comparada internacional Reconhecimento de língua(s) de sinais Educação bilíngue de surdos Brasil Suécia |
topic |
Educação comparada internacional Reconhecimento de língua(s) de sinais Educação bilíngue de surdos Brasil Suécia International comparative education Recognition of sign language(s) Bilingual education of the deaf Brazil Sweden CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
International comparative education Recognition of sign language(s) Bilingual education of the deaf Brazil Sweden |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The objective of this work is to investigate, in a comparative perspective, the documents that recognize sign languages in Brazil and Sweden and to analyze if their respective acknowledgments contributed to the educational process of the deaf in both countries. This is a documentary study, with content analysis as the main approach. In the midst of a broader discussion of linguistic rights and the right to use minority languages, advances in the education of deaf people - from a legal point of view - are beginning to be more explicit in the 1990s, marked by deaf and debates about the negative reflexes of the clinical-therapeutic model. The deaf community is then represented at the core of the political strategy of the multiculturalist movement, and studies on this aspect begin to strengthen in the international context, as well as discussions on the officialisation of sign languages. Sweden, the first country to give language status to a sign language, as well as the "Swedish model" of bilingual education, arouses great interest. The analysis lines were: type of recognition, analyzes of the texts of the Law Libras (nº 10.436 / 2002) and Law of the Swedish Language (SFS 2009: 600) and contributions of the documents for the education of the deaf. The methodology of comparative education studies showed important aspects. In Sweden, the right to acquire and use the Swedish language of signs as a mother tongue is provided for by law, and the country effectively contributes to the creation of real conditions for acquisition by the deaf community; linguistic policies govern the entire process of linguistic law and the right of language acquisition to the deaf. In Brazil, the right to purchase is not provided for by law and, thus, the paths to be covered by deaf children who seek acquisition of their language are not defined; the debates on Libras have always been closely linked to the debates on the rights of persons with disabilities, with the double categorization of the deaf being evident: persons with disabilities and members of minority groups. Therefore, the recognition of Libras did not guarantee the deaf people of Brazil the right to acquire sign language; and also did not promote the guarantee of a bilingual education. In Sweden, in view of the scenario studied, the law only reaffirmed the practice carried out over many years: sign language education throughout school age. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-05-11 |
dc.date.accessioned.fl_str_mv |
2019-02-19T19:55:51Z |
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2019-02-19T19:55:51Z |
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dc.identifier.citation.fl_str_mv |
MONTES, Aline Lucia Baggio. Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia. 2018. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11016. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11016 |
identifier_str_mv |
MONTES, Aline Lucia Baggio. Reconhecimento de línguas de sinais e educação de surdos no Brasil e na Suécia. 2018. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11016. |
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https://repositorio.ufscar.br/handle/ufscar/11016 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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