Democratic management and fight for the recognition of deaf education

• Autor(a) principal: Rodrigues, Eliane de Oliveira
• Data de Publicação: 2014
• Outros Autores: Rampelotto, Elisane Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Gestão e Avaliação Educacional
• Texto Completo: http://periodicos.ufsm.br/regae/article/view/13425

This work searches on the democratic management some possibilities for understanding of the struggle for recognition of deaf education. The management of schools, after than the return to democracy in Brazil and its 1988 Constitution, has been changed its principles of school administration for the democratic management. With these changes of public policy for special education inclusive perspective, there are many deaf’s struggles to maintain the deaf schools in full operation. In front of this context the problem of survey questions, from the Teaching for the Deaf State School of Special Education Dr. Reinaldo Fernando Coser’s Experimental Project, the contribution of democratic governance for the recognition of deaf community. Shortly, try to look like a democratic enables the social recognition of otherness deaf and observe the conflicts inherent in the process of inclusive education, referenced in the National Special Education, as well as its viability with the practices of everyday education and, finally, identify the process of democratic management in this teaching. Leaned on the methodological approach of philosophical hermeneutics to thus, interpret and understand how concepts of democratic management and differences are understood by this course of teaching. Among the reflections that did present evidence that the deaf school in Santa Maria, having already emerged in a context of democratic management, seems to overcome some early closing of your culture from the commitments of its management in democratic perspective. The democratic management appears as the medium, necessary, of school for the deaf community in interaction with the listener, and thus allows a new reinterpreted possibility for understanding the struggle for recognition of deaf education.Key-words: democratic management, deaf education, difference, struggle for recognition.