Política para uma educação bilíngue e inclusiva a alunos surdos no município de Quirinópolis (GO)

• Autor(a) principal: Santos, Cleibianne Rodrigues dos
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/00130000043tw
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9830
• topic: Educação bilíngue; Políticas educacionais inclusivas; Matemática inclusiva; Bilingual education; Inclusive educational policies; Inclusive mathematics; CIENCIAS HUMANAS::EDUCACAO

Inclusive public educational policies provide for the bilingual education of students with deafness, as well as ensuring the teaching of Libras (Brazilian Sign Language) for these students, through the Specialized Educational Assistance. In the city of Quirinópolis, the Municipal Education Guidelines institute the offer of Libras as a discipline in the classes in which students with deafness. This research aims to verify if the inclusion policies, in the terms that are proposed, contribute to reduce the impacts of the inequalities that historically constitute the education of the subjects considered with hearing impairment, and make possible the development of practices to increase the participation of this group of people in social life, especially in the context of teaching and learning processes. This research is qualitative and presents as method dialectical materialism from the Freirean perspective, and as a research technique uses the study of the case of bilingual education of students with deafness in the city of Quirinópolis. The subjects of this research are three deaf students enrolled in Elementary School II, two teachers who teach mathematics classes, three coordinators and two Libras, interpreters, from the three camp schools. For data collection, we used as instruments the observations recorded in field diaries, in-depth interviews, conducted in Libras, with deaf research subjects, videotaped and transcribed into the Portuguese language. We conducted in-depth interviews with the other research subjects, recorded in audio, which were transcribed. We chose the data triangulation technique for the analysis of the results, in this, we used the field diary, the interviews and the analysis of the inclusive public policies that deal with the education of the deaf. The analysis allowed us to discuss four central axes: teacher/interpreter/ deaf student relationship, Libras/Portuguese language, inclusive policies/school reality and mathematics learning for deaf schoolchildren/Libras. The research showed that inclusive policies can contribute to reducing the impacts of the inequalities that historically constitute the education of subjects considered as hearing impaired and enable the development of practices to increase the participation of this group of people in social life, especially in the scope of processes However, this will depend on the effective implementation of these policies, emphasizing that: 1 - to include the deaf student, it is necessary that teacher and interpreter establish a partnership in the planning and that student and translator interpreter of Libras to cultivate a friendly, since the mediation of communication occurs through this professional; 2 - it is necessary to value Libras, as the language of inheritance of deaf students, but without forgetting that the teaching of the Portuguese Language has fundamental importance for the school development of the deaf student and his learning; 3 - the public policies that regulate the bilingual education for the students with deafness in the city of Quirinópolis need special attention to its effectiveness and the teaching of Libras as a discipline in the classes in which there are students with deafness is auspicious, ; 4- The teaching of mathematics for students with deafness should value the visual aspect, one of the main aspects of the deaf culture. In summary, bilingual education policies for students with deafness should be implemented, valuing Libras as the first language (L1) and Portuguese as a second language (L2), but for this to occur, it is essential that these policies be known and discussed in the country towns schools.