Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective

Detalhes bibliográficos
Autor(a) principal: Streiechen, Eliziane Manosso
Data de Publicação: 2016
Outros Autores: Krause-Lemke, Cibele, Oliveira, Jáima Pinheiro de, Cruz, Gilmar de Carvalho
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/26066
Resumo: The aim of this essay is to discuss the inclusion of deaf students in regular classrooms as the laws dictate, which is supported by an inclusive educational perspective. This is qualitative approach study with bibliographical survey according to the topic and the main documents of the deafness area from 2002, since the Brazilian Language of Signals (Libras) became official, through the Law 10436, until 2014, on the occasion of the ‘Report on Linguistics Policies of Bilingual Education – Brazilian Language of Signals and Portuguese Language’. In this way, the article aims to present the perspective of inclusion of the Ministry of Education (MEC) and the deaf community, which are opposite. The methodologies of bilingualism and deaf pedagogy are shown as proposals respecting the linguistic and cultural differences among deaf students and, consequently, provide them with an effective process of regular education, whereas the inclusion of deaf students in regular classrooms, with the same methodological strategies, has resulted in an increasing number of illiterate deaf students unable to evolve in studies and in other aspects of life.. 
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spelling Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspectivePedagogía sorda y bilingüismo: los pros y los contras en la perspectiva de una educación inclusivaPedagogia surda e bilinguismo: pontos e contrapontos na perspectiva de uma educação inclusivadeaf peopleinclusionbilingual schooldeaf pedagogysordosinclusiónescuela bilingüepedagogía sordasurdosinclusãoescola bilínguepedagogia surdaThe aim of this essay is to discuss the inclusion of deaf students in regular classrooms as the laws dictate, which is supported by an inclusive educational perspective. This is qualitative approach study with bibliographical survey according to the topic and the main documents of the deafness area from 2002, since the Brazilian Language of Signals (Libras) became official, through the Law 10436, until 2014, on the occasion of the ‘Report on Linguistics Policies of Bilingual Education – Brazilian Language of Signals and Portuguese Language’. In this way, the article aims to present the perspective of inclusion of the Ministry of Education (MEC) and the deaf community, which are opposite. The methodologies of bilingualism and deaf pedagogy are shown as proposals respecting the linguistic and cultural differences among deaf students and, consequently, provide them with an effective process of regular education, whereas the inclusion of deaf students in regular classrooms, with the same methodological strategies, has resulted in an increasing number of illiterate deaf students unable to evolve in studies and in other aspects of life.. El objetivo de este ensayo es discutir la inclusión de sordos en las aulas de escuelas comunes, a la luz del ordenamiento legal en vigor, que se encuentra basado en una perspectiva educacional inclusiva. El estudio posee un enfoque cualitativo con recopilación bibliográfica pertinente al tema, con respaldo en los principales documentos del área de la sordera a partir de 2002, recorriendo la oficialización de la Lengua Brasileña de Señas (Libras) por medio de la Ley 10.436 hasta 2014, por cuenta del ‘Informe sobre la Política Lingüística de Educación Bilingüe – Lengua Brasileña de Señas y Lengua Portuguesa’. De esta forma, se propone presentar la perspectiva de inclusión del Ministerio de la Educación (MEC) y la de la comunidad sorda, las cuales son opuestas. Las metodologías del bilingüismo y de la pedagogía sorda son presentadas como propuestas que respetan la diferencia lingüística y cultural de los sordos y, consecuentemente, les proporcionan un efectivo proceso de educación escolarizada, mientras que la inclusión de estos educandos en las mismas aulas de oyentes, con las mismas estrategias metodológicas, ha ocasionado un número creciente de sordos analfabetos sin condiciones de evolucionar en sus estudios y en otros aspectos de la vida. .O objetivo deste ensaio é discutir a inclusão de surdos em salas de aula de escolas comuns, à luz do ordenamento legal em vigor, que se encontra assentado em uma perspectiva educacional inclusiva. O estudo possui uma abordagem qualitativa com levantamento bibliográfico pertinente ao tema, com respaldo nos principais documentos da área da surdez a partir de 2002, percorrendo a oficialização da Língua Brasileira de Sinais (Libras) por meio da Lei 10.436 até 2014, por ocasião do ‘Relatório sobre a Política Linguística de Educação Bilíngue – Língua Brasileira de Sinais e Língua Portuguesa’. Dessa forma, propõe-se a apresentar a perspectiva de inclusão do Ministério da Educação (MEC) e da comunidade surda, as quais são opostas. As metodologias do bilinguismo e da pedagogia surda são apresentadas como propostas que respeitam a diferença linguística e cultural dos surdos e, consequentemente, proporcionam-lhes um efetivo processo de educação escolarizada,ao passo que a inclusão desses educandos nas mesmas salas de aula de ouvintes, com as mesmas estratégias metodológicas, tem ocasionado um número crescente de surdos analfabetos sem condições de evoluírem em seus estudos e em outros aspectos da vida. . Universidade Estadual de Maringá2016-12-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/2606610.4025/actascieduc.v39i1.26066Acta Scientiarum. Education; Vol 39 No 1 (2017): Jan.-Mar.; 91-101Acta Scientiarum. Education; v. 39 n. 1 (2017): Jan.-Mar.; 91-1012178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/26066/18020Copyright (c) 2016 Acta Scientiarum. Educationinfo:eu-repo/semantics/openAccessStreiechen, Eliziane ManossoKrause-Lemke, CibeleOliveira, Jáima Pinheiro deCruz, Gilmar de Carvalho2022-02-20T22:12:25Zoai:periodicos.uem.br/ojs:article/26066Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-20T22:12:25Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective
Pedagogía sorda y bilingüismo: los pros y los contras en la perspectiva de una educación inclusiva
Pedagogia surda e bilinguismo: pontos e contrapontos na perspectiva de uma educação inclusiva
title Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective
spellingShingle Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective
Streiechen, Eliziane Manosso
deaf people
inclusion
bilingual school
deaf pedagogy
sordos
inclusión
escuela bilingüe
pedagogía sorda
surdos
inclusão
escola bilíngue
pedagogia surda
title_short Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective
title_full Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective
title_fullStr Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective
title_full_unstemmed Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective
title_sort Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective
author Streiechen, Eliziane Manosso
author_facet Streiechen, Eliziane Manosso
Krause-Lemke, Cibele
Oliveira, Jáima Pinheiro de
Cruz, Gilmar de Carvalho
author_role author
author2 Krause-Lemke, Cibele
Oliveira, Jáima Pinheiro de
Cruz, Gilmar de Carvalho
author2_role author
author
author
dc.contributor.author.fl_str_mv Streiechen, Eliziane Manosso
Krause-Lemke, Cibele
Oliveira, Jáima Pinheiro de
Cruz, Gilmar de Carvalho
dc.subject.por.fl_str_mv deaf people
inclusion
bilingual school
deaf pedagogy
sordos
inclusión
escuela bilingüe
pedagogía sorda
surdos
inclusão
escola bilíngue
pedagogia surda
topic deaf people
inclusion
bilingual school
deaf pedagogy
sordos
inclusión
escuela bilingüe
pedagogía sorda
surdos
inclusão
escola bilíngue
pedagogia surda
description The aim of this essay is to discuss the inclusion of deaf students in regular classrooms as the laws dictate, which is supported by an inclusive educational perspective. This is qualitative approach study with bibliographical survey according to the topic and the main documents of the deafness area from 2002, since the Brazilian Language of Signals (Libras) became official, through the Law 10436, until 2014, on the occasion of the ‘Report on Linguistics Policies of Bilingual Education – Brazilian Language of Signals and Portuguese Language’. In this way, the article aims to present the perspective of inclusion of the Ministry of Education (MEC) and the deaf community, which are opposite. The methodologies of bilingualism and deaf pedagogy are shown as proposals respecting the linguistic and cultural differences among deaf students and, consequently, provide them with an effective process of regular education, whereas the inclusion of deaf students in regular classrooms, with the same methodological strategies, has resulted in an increasing number of illiterate deaf students unable to evolve in studies and in other aspects of life.. 
publishDate 2016
dc.date.none.fl_str_mv 2016-12-15
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.uem.br/ojs/index.php/ActaSciEduc/article/view/26066
10.4025/actascieduc.v39i1.26066
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/26066
identifier_str_mv 10.4025/actascieduc.v39i1.26066
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/26066/18020
dc.rights.driver.fl_str_mv Copyright (c) 2016 Acta Scientiarum. Education
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Acta Scientiarum. Education
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 39 No 1 (2017): Jan.-Mar.; 91-101
Acta Scientiarum. Education; v. 39 n. 1 (2017): Jan.-Mar.; 91-101
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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