Teacher education and deaf education in Brazil: challenges for an educational bilingual proposal
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Data de Publicação: | 2020 |
Outros Autores: | , |
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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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 |
format |
article |
status_str |
publishedVersion |
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 |
language |
por |
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 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. 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 reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Revista Educação Especial (UFSM) |
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Revista Educação Especial (UFSM) |
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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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