Teacher education and deaf education in Brazil: challenges for an educational bilingual proposal

Detalhes bibliográficos
Autor(a) principal: Kraemer, Graciele Marjana
Data de Publicação: 2020
Outros Autores: Lopes, Luciane Bresciani, Zilio, Virgínia Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/40063
Resumo: From a documental analysis, this paper aims to systematize, discuss and problematize the investments made in teacher education for deaf education. The research considers the 20 years since the publication of the document “The education the deaf want”, written by representatives of the deaf community in the meeting held before the Fifth Latin-American Congress of Bilingual Education in 1999. The main argument is grounded on the understanding that investments in deaf education, for excellence, are practices of government acting differently on subjects’ lives. From the analysis of data on investments in teacher education for deaf education, it is possible to perceive a ricochet effect. Even though the policies reckon the demands of the deaf community and the deaf subjects’ linguistic and cultural differences, they enforce the school inclusion policy. In other words, they rebound on the bilingual educational practices provided by the school inclusion policy. Hence, regarding the demands of the deaf community for respect for their difference, State investments seem to be increasingly strengthening the need for school inclusion.
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spelling Teacher education and deaf education in Brazil: challenges for an educational bilingual proposalFormación docente y educación para sordos en Brasil: desafíos para una propuesta educacional bilingüeFormação docente e educação de surdos no Brasil: desafios para uma proposta educacional bilíngueBilingual educationteacher educationschool inclusion.Educación bilíngueformación docenteinclusión escolar.Educação bilíngueformação docenteinclusão escolar.From a documental analysis, this paper aims to systematize, discuss and problematize the investments made in teacher education for deaf education. The research considers the 20 years since the publication of the document “The education the deaf want”, written by representatives of the deaf community in the meeting held before the Fifth Latin-American Congress of Bilingual Education in 1999. The main argument is grounded on the understanding that investments in deaf education, for excellence, are practices of government acting differently on subjects’ lives. From the analysis of data on investments in teacher education for deaf education, it is possible to perceive a ricochet effect. Even though the policies reckon the demands of the deaf community and the deaf subjects’ linguistic and cultural differences, they enforce the school inclusion policy. In other words, they rebound on the bilingual educational practices provided by the school inclusion policy. Hence, regarding the demands of the deaf community for respect for their difference, State investments seem to be increasingly strengthening the need for school inclusion.En este artículo, a partir de un análisis documental, se objetiva sistematizar, discutir y problematizar las inversiones realizadas en la formación docente para la educación de sordos. La investigación observa los veinte años de la redacción y publicación del documento "A Educação que nós Surdos queremos" elaborado por representantes de la comunidad sorda en el evento previo al V Congresso Latino-Americano de Educação Bilíngue en 1999. El principal argumento se basa en el entendimiento de que las inversiones en educación de sordos son, por excelencia, prácticas de gobernamento que operan de diferentes maneras en la conducta de los sujetos. Analizando los datos sobre las inversiones en la formación docente en vista de la educación bilingüe, se percibe un efecto de rebote. Mismo que las políticas atiendan al reconocimiento de las demandas de la comunidad sorda y consideren la diferencia lingüística y cultural de los sujetos sordos, ponen en práctica la implementación de la política de inclusión escolar. En otras palabras, un proceso de rebatimiento de las prácticas de educación bilingüe previstas por la política de inclusión escolar. Así, las inversiones operadas por el Estado, considerando las demandas de la comunidad sorda por el respeto por la diferencia, parecen reforzar cada vez más la necesidad de inclusión escolar.No presente artigo, a partir de uma análise documental, objetiva-se sistematizar, discutir e problematizar os investimentos efetivados na formação docente para a educação de surdos. A pesquisa olha para os 20 anos da publicação do documento “A Educação que nós Surdos queremos”, elaborado por representantes da comunidade surda no evento que antecedeu o V Congresso Latino-Americano de Educação Bilíngue, no ano de 1999. O argumento principal pauta-se na compreensão de que os investimentos na educação de surdos são, por excelência, práticas de governamento que operam de formas distintas sobre a conduta dos sujeitos. Ao analisar os dados sobre os investimentos na formação docente em vista de uma educação bilíngue, percebe-se um efeito de ricochete. Mesmo que as políticas atentem para o reconhecimento das demandas da comunidade surda e considerem a diferença linguística e cultural dos sujeitos surdos, elas colocam em operação a efetivação da política de inclusão escolar. Dito de outro modo, há um processo de rebatimento das práticas de educação bilíngue previstas pela política de inclusão escolar. Com isso, os investimentos operados pelo Estado, considerando as reivindicações da comunidade surda pelo respeito à diferença, parecem cada vez mais reforçar a necessidade da inclusão escolar.Universidade Federal de Santa Maria2020-08-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/4006310.5902/1984686X40063Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e28/ 1-17Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e28/ 1-17Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e28/ 1-171984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/40063/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/40063/htmlCopyright (c) 2020 Revista Educação Especialinfo:eu-repo/semantics/openAccessKraemer, Graciele MarjanaLopes, Luciane BrescianiZilio, Virgínia Maria2020-12-21T22:14:14Zoai:ojs.pkp.sfu.ca:article/40063Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-12-21T22:14:14Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Teacher education and deaf education in Brazil: challenges for an educational bilingual proposal
Formación docente y educación para sordos en Brasil: desafíos para una propuesta educacional bilingüe
Formação docente e educação de surdos no Brasil: desafios para uma proposta educacional bilíngue
title Teacher education and deaf education in Brazil: challenges for an educational bilingual proposal
spellingShingle Teacher education and deaf education in Brazil: challenges for an educational bilingual proposal
Kraemer, Graciele Marjana
Bilingual education
teacher education
school inclusion.
Educación bilíngue
formación docente
inclusión escolar.
Educação bilíngue
formação docente
inclusão escolar.
title_short Teacher education and deaf education in Brazil: challenges for an educational bilingual proposal
title_full Teacher education and deaf education in Brazil: challenges for an educational bilingual proposal
title_fullStr Teacher education and deaf education in Brazil: challenges for an educational bilingual proposal
title_full_unstemmed Teacher education and deaf education in Brazil: challenges for an educational bilingual proposal
title_sort Teacher education and deaf education in Brazil: challenges for an educational bilingual proposal
author Kraemer, Graciele Marjana
author_facet Kraemer, Graciele Marjana
Lopes, Luciane Bresciani
Zilio, Virgínia Maria
author_role author
author2 Lopes, Luciane Bresciani
Zilio, Virgínia Maria
author2_role author
author
dc.contributor.author.fl_str_mv Kraemer, Graciele Marjana
Lopes, Luciane Bresciani
Zilio, Virgínia Maria
dc.subject.por.fl_str_mv Bilingual education
teacher education
school inclusion.
Educación bilíngue
formación docente
inclusión escolar.
Educação bilíngue
formação docente
inclusão escolar.
topic Bilingual education
teacher education
school inclusion.
Educación bilíngue
formación docente
inclusión escolar.
Educação bilíngue
formação docente
inclusão escolar.
description From a documental analysis, this paper aims to systematize, discuss and problematize the investments made in teacher education for deaf education. The research considers the 20 years since the publication of the document “The education the deaf want”, written by representatives of the deaf community in the meeting held before the Fifth Latin-American Congress of Bilingual Education in 1999. The main argument is grounded on the understanding that investments in deaf education, for excellence, are practices of government acting differently on subjects’ lives. From the analysis of data on investments in teacher education for deaf education, it is possible to perceive a ricochet effect. Even though the policies reckon the demands of the deaf community and the deaf subjects’ linguistic and cultural differences, they enforce the school inclusion policy. In other words, they rebound on the bilingual educational practices provided by the school inclusion policy. Hence, regarding the demands of the deaf community for respect for their difference, State investments seem to be increasingly strengthening the need for school inclusion.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-21
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/40063
10.5902/1984686X40063
url http://periodicos.ufsm.br/educacaoespecial/article/view/40063
identifier_str_mv 10.5902/1984686X40063
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/40063/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/40063/html
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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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. 33, 2020 – Publicação Contínua; e28/ 1-17
Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e28/ 1-17
Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e28/ 1-17
1984-686X
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