The education of the Deaf as a key domain of Language Policies for Brazilian Sign Language: Decree nº 5.626/05 in focus

Detalhes bibliográficos
Autor(a) principal: Piconi, Larissa Bassi
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/38358
Resumo: This paper analyzes the intersection between Language Policies and Educational Policies for deaf people in Brazil since the official recognition of Brazilian Sign Language (Libras) in the country. Considering that the majority of deaf people acquires sign languages in institutions out of their familiar contexts, educational institutions turn out to be a key domain for Language Policies for sign languages. This is so for these spaces are more sensitive to management, control and standardization of values and norms concerning the language and its users. Besides, educational policy for the deaf embrace important issues around the linguistic rights of deaf people in the country. For these reasons, this work aims to analyze the Decree of regulation of the Libras Law (Decree 5,626 / 05) in order to identify the relations between the official policies for Brazilian Sign Language and education of the Deaf in the country. Based on theoretical-methodological references of Critical Discourse Analysis (FAIRCLOUGH, 1992, 2003; VAN LEEUWEN, 2008), the analysis showed how the Decree concealed different approaches to education of the Deaf that were on dispute at the time, bringing educational practices to the center of the official language management for Libras. It was evident a struggle over meanings concerning bilingual education and inclusion in the attempt of establishing a consensus over legitimate ways of perceiving, conceiving and recognizing the education of the deaf in Brazil.
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spelling The education of the Deaf as a key domain of Language Policies for Brazilian Sign Language: Decree nº 5.626/05 in focusLa educación de sordos como una importante esfera de las Políticas Lingüísticas para la Lengua Brasileña de Señales: el Decreto nº 5.626/05 en focoA educação de surdos como uma importante esfera das Políticas Linguísticas para a Língua Brasileira de Sinais: o Decreto nº 5.626/05 em focoLengua brasileña de señalesPolíticas linguísicasPolíticas educativas para sordosBrazilian sign languageLanguage policyThis paper analyzes the intersection between Language Policies and Educational Policies for deaf people in Brazil since the official recognition of Brazilian Sign Language (Libras) in the country. Considering that the majority of deaf people acquires sign languages in institutions out of their familiar contexts, educational institutions turn out to be a key domain for Language Policies for sign languages. This is so for these spaces are more sensitive to management, control and standardization of values and norms concerning the language and its users. Besides, educational policy for the deaf embrace important issues around the linguistic rights of deaf people in the country. For these reasons, this work aims to analyze the Decree of regulation of the Libras Law (Decree 5,626 / 05) in order to identify the relations between the official policies for Brazilian Sign Language and education of the Deaf in the country. Based on theoretical-methodological references of Critical Discourse Analysis (FAIRCLOUGH, 1992, 2003; VAN LEEUWEN, 2008), the analysis showed how the Decree concealed different approaches to education of the Deaf that were on dispute at the time, bringing educational practices to the center of the official language management for Libras. It was evident a struggle over meanings concerning bilingual education and inclusion in the attempt of establishing a consensus over legitimate ways of perceiving, conceiving and recognizing the education of the deaf in Brazil.Este trabajo analiza la intersección entre las Políticas Lingüísticas y Políticas Educativas para sordos en Brasil a partir del reconocimiento oficial de la Lengua Brasileña de Señales (Libras) en el país. Considera que la mayoría de las personas sordas adquiere las lenguas de signos en el contexto institucionalizado / educacional, por lo tanto, fuera del contexto familiar, lo que confiere a los espacios educativos / institucionales una importante esfera de las Políticas Lingüísticas. Esto es porque los espacios institucionalizados son más sensibles a la gestión, control y estandarización de valores y normas acerca de la lengua y sus usuarios. También, ellos son centrales en la discusión en torno al derecho lingüístico de los sordos en el país. En este contexto, este trabajo analiza, a partir de referenciales teórico-metodológicos del Análisis Crítico del Discurso (FAIRCLOUGH, 1992, 2003, VAN LEEUWEN, 2008), el Decreto de reglamentación de la Ley de Libras (Decreto no 5.626 / 05) a fin de identificar las relaciones que se construyen entre las políticas oficiales para esa lengua y sus usuarios. A lo largo del análisis, fue posible identificar cómo el Decreto, al traer las políticas educativas al centro de la política lingüística oficial para la Libras, acercó diferentes demandas que se presentaban en la esfera pública en el mismo momento histórico, evidenciando movimientos de lucha en torno a los sentidos para la educación bilingüe e inclusión en el intento de establecer un consenso acerca de modos legitimados de percibir, concebir y reconocer la educación de los sordos en Brasil.Este trabalho volta-se para análise da intersecção entre as Políticas Linguísticas e Políticas Educacionais para surdos no Brasil a partir do reconhecimento oficial da Língua Brasileira de Sinais (Libras) no país. Considera que a maioria das pessoas surdas adquire as línguas de sinais no contexto institucionalizado/educacional, portanto, fora do contexto familiar, o que confere aos espaços educacionais/institucionais uma importante esfera das Políticas Linguísticas. Isso porque os espaços institucionalizados são mais sensíveis ao gerenciamento, controle e padronização de valores e normas acerca da língua e seus usuários. Também, eles são centrais na discussão em torno do direito linguístico dos surdos no país. Nesse contexto, esse trabalho analisa, a partir de referenciais teórico-metodológicos da Análise Crítica do Discurso (FAIRCLOUGH, 1992, 2003; VAN LEEUWEN, 2008), o Decreto de regulamentação da Lei da Libras (Decreto no 5.626/05) a fim de identificar as relações que se constroem entre as políticas oficiais para essa língua e seus usuários. Ao longo da análise, foi possível identificar como o Decreto, ao trazer as políticas educacionais ao centro da política linguística oficial para a Libras, aproximou diferentes demandas que se apresentavam na esfera pública no mesmo momento histórico, evidenciando movimentos de luta em torno dos sentidos para a educação bilíngue e inclusão na tentativa de estabelecer um consenso acerca de modos legitimados de perceber, conceber e reconhecer a educação dos surdos no Brasil.Universidade Federal de Santa Maria2019-10-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3835810.5902/1984686X38358Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e89/ 1-28Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e89/ 1-28Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e89/ 1-281984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/38358/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/38358/htmlCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessPiconi, Larissa Bassi2020-11-12T14:57:33Zoai:ojs.pkp.sfu.ca:article/38358Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-11-12T14:57:33Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv The education of the Deaf as a key domain of Language Policies for Brazilian Sign Language: Decree nº 5.626/05 in focus
La educación de sordos como una importante esfera de las Políticas Lingüísticas para la Lengua Brasileña de Señales: el Decreto nº 5.626/05 en foco
A educação de surdos como uma importante esfera das Políticas Linguísticas para a Língua Brasileira de Sinais: o Decreto nº 5.626/05 em foco
title The education of the Deaf as a key domain of Language Policies for Brazilian Sign Language: Decree nº 5.626/05 in focus
spellingShingle The education of the Deaf as a key domain of Language Policies for Brazilian Sign Language: Decree nº 5.626/05 in focus
Piconi, Larissa Bassi
Lengua brasileña de señales
Políticas linguísicas
Políticas educativas para sordos
Brazilian sign language
Language policy
title_short The education of the Deaf as a key domain of Language Policies for Brazilian Sign Language: Decree nº 5.626/05 in focus
title_full The education of the Deaf as a key domain of Language Policies for Brazilian Sign Language: Decree nº 5.626/05 in focus
title_fullStr The education of the Deaf as a key domain of Language Policies for Brazilian Sign Language: Decree nº 5.626/05 in focus
title_full_unstemmed The education of the Deaf as a key domain of Language Policies for Brazilian Sign Language: Decree nº 5.626/05 in focus
title_sort The education of the Deaf as a key domain of Language Policies for Brazilian Sign Language: Decree nº 5.626/05 in focus
author Piconi, Larissa Bassi
author_facet Piconi, Larissa Bassi
author_role author
dc.contributor.author.fl_str_mv Piconi, Larissa Bassi
dc.subject.por.fl_str_mv Lengua brasileña de señales
Políticas linguísicas
Políticas educativas para sordos
Brazilian sign language
Language policy
topic Lengua brasileña de señales
Políticas linguísicas
Políticas educativas para sordos
Brazilian sign language
Language policy
description This paper analyzes the intersection between Language Policies and Educational Policies for deaf people in Brazil since the official recognition of Brazilian Sign Language (Libras) in the country. Considering that the majority of deaf people acquires sign languages in institutions out of their familiar contexts, educational institutions turn out to be a key domain for Language Policies for sign languages. This is so for these spaces are more sensitive to management, control and standardization of values and norms concerning the language and its users. Besides, educational policy for the deaf embrace important issues around the linguistic rights of deaf people in the country. For these reasons, this work aims to analyze the Decree of regulation of the Libras Law (Decree 5,626 / 05) in order to identify the relations between the official policies for Brazilian Sign Language and education of the Deaf in the country. Based on theoretical-methodological references of Critical Discourse Analysis (FAIRCLOUGH, 1992, 2003; VAN LEEUWEN, 2008), the analysis showed how the Decree concealed different approaches to education of the Deaf that were on dispute at the time, bringing educational practices to the center of the official language management for Libras. It was evident a struggle over meanings concerning bilingual education and inclusion in the attempt of establishing a consensus over legitimate ways of perceiving, conceiving and recognizing the education of the deaf in Brazil.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/38358
10.5902/1984686X38358
url http://periodicos.ufsm.br/educacaoespecial/article/view/38358
identifier_str_mv 10.5902/1984686X38358
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/38358/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/38358/html
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e89/ 1-28
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e89/ 1-28
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e89/ 1-28
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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