Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05

Detalhes bibliográficos
Autor(a) principal: Lodi, Ana Claudia Balieiro
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/53042
Resumo: This article has been developed in order to unravel the different senses of bilingual and inclusive education in the National Policy on Special Education in the Perspective of Inclusive Education and Decree 5.626/05 in the light of Bakhtin's theory of discourse and enunciation. On the one hand, the Special Education Policy advocates the inclusion of deaf students in the regular school system. On the other hand, considering the linguistic difference of this social group and the provisions of Decree No. 5.626/05, deaf communities and researchers in the field advocate that the education of the deaf is a specific field of knowledge, distancing it from special education. It has been observed that the Decree understands bilingual education for the deaf as a social issue that involves the Brazilian Sign Language (Libras) and the Portuguese language in an intrinsic relation with the cultural aspects determining and determined by each language. The Policy, in turn, reduces bilingual education to the presence of two languages within the school, without providing that each one assumes its role of relevance to the groups that use them, keeping the Portuguese hegemony in the educational processes. Such conception limits the transformation proposed for the education of the deaf only to the discursive level and restricts the inclusion to school, preventing an extension of this concept to all social spheres, as stated in the decree. This difference between the senses of the concepts of bilingual and inclusive education in the two documents has fueled old tensions and rendered unviable the dialogue between the propositions of the Special Education Policy and those of Decree No. 5.626/05.
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spelling Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05 Educação bilíngue para surdos e inclusão segundo a Política Nacional de Educação Especial e o Decreto nº 5.626/05 Educação bilíngue para surdosInclusãoPolítica de Educação EspecialDecreto nº 5.626/05Bilingual education for the deafInclusionSpecial Education PolicyDecree No. 5.626/05 This article has been developed in order to unravel the different senses of bilingual and inclusive education in the National Policy on Special Education in the Perspective of Inclusive Education and Decree 5.626/05 in the light of Bakhtin's theory of discourse and enunciation. On the one hand, the Special Education Policy advocates the inclusion of deaf students in the regular school system. On the other hand, considering the linguistic difference of this social group and the provisions of Decree No. 5.626/05, deaf communities and researchers in the field advocate that the education of the deaf is a specific field of knowledge, distancing it from special education. It has been observed that the Decree understands bilingual education for the deaf as a social issue that involves the Brazilian Sign Language (Libras) and the Portuguese language in an intrinsic relation with the cultural aspects determining and determined by each language. The Policy, in turn, reduces bilingual education to the presence of two languages within the school, without providing that each one assumes its role of relevance to the groups that use them, keeping the Portuguese hegemony in the educational processes. Such conception limits the transformation proposed for the education of the deaf only to the discursive level and restricts the inclusion to school, preventing an extension of this concept to all social spheres, as stated in the decree. This difference between the senses of the concepts of bilingual and inclusive education in the two documents has fueled old tensions and rendered unviable the dialogue between the propositions of the Special Education Policy and those of Decree No. 5.626/05. Este artigo foi desenvolvido com o objetivo de desvendar os diferentes sentidos de educação bilíngue e de inclusão na Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva e no Decreto nº 5.626/05 à luz da teoria discursivo-enunciativa de Bakhtin. Enquanto a Política de Educação Especial defende a inclusão dos alunos surdos no sistema regular de ensino, as comunidades surdas e pesquisadores da área, considerando a diferença linguística desse grupo social e o disposto no Decreto nº 5.626/05, advogam que a educação de surdos constitui-se como um campo específico do conhecimento, distanciando-se da educação especial. Observou-se que o Decreto compreende educação bilíngue para surdos como uma questão social que envolve a língua brasileira de sinais (Libras) e a língua portuguesa, em uma relação intrínseca com os aspectos culturais determinantes e determinados por cada língua; a Política, por sua vez, reduz educação bilíngue à presença de duas línguas no interior da escola sem propiciar que cada uma assuma seu lugar de pertinência para os grupos que as utilizam, mantendo a hegemonia do português nos processos educacionais. Tal concepção limita a transformação proposta para a educação de surdos apenas ao plano discursivo e restringe a inclusão à escola, impossibilitando uma ampliação desse conceito a todas as esferas sociais, conforme defendido pelo Decreto. Essa diferença entre os sentidos dos conceitos de educação bilíngue e de inclusão nos dois documentos tem alimentado velhas tensões e inviabilizado o diálogo entre as proposições da Política de Educação Especial e do Decreto nº 5.626/05. Universidade de São Paulo. Faculdade de Educação2013-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/5304210.1590/S1517-97022013000100004Educação e Pesquisa; v. 39 n. 1 (2013); 49-63Educação e Pesquisa; Vol. 39 No. 1 (2013); 49-63Educação e Pesquisa; Vol. 39 Núm. 1 (2013); 49-631678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/53042/57090https://www.revistas.usp.br/ep/article/view/53042/57091Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessLodi, Ana Claudia Balieiro2014-10-24T15:52:04Zoai:revistas.usp.br:article/53042Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:52:04Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05
Educação bilíngue para surdos e inclusão segundo a Política Nacional de Educação Especial e o Decreto nº 5.626/05
title Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05
spellingShingle Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05
Lodi, Ana Claudia Balieiro
Educação bilíngue para surdos
Inclusão
Política de Educação Especial
Decreto nº 5.626/05
Bilingual education for the deaf
Inclusion
Special Education Policy
Decree No. 5.626/05
title_short Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05
title_full Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05
title_fullStr Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05
title_full_unstemmed Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05
title_sort Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05
author Lodi, Ana Claudia Balieiro
author_facet Lodi, Ana Claudia Balieiro
author_role author
dc.contributor.author.fl_str_mv Lodi, Ana Claudia Balieiro
dc.subject.por.fl_str_mv Educação bilíngue para surdos
Inclusão
Política de Educação Especial
Decreto nº 5.626/05
Bilingual education for the deaf
Inclusion
Special Education Policy
Decree No. 5.626/05
topic Educação bilíngue para surdos
Inclusão
Política de Educação Especial
Decreto nº 5.626/05
Bilingual education for the deaf
Inclusion
Special Education Policy
Decree No. 5.626/05
description This article has been developed in order to unravel the different senses of bilingual and inclusive education in the National Policy on Special Education in the Perspective of Inclusive Education and Decree 5.626/05 in the light of Bakhtin's theory of discourse and enunciation. On the one hand, the Special Education Policy advocates the inclusion of deaf students in the regular school system. On the other hand, considering the linguistic difference of this social group and the provisions of Decree No. 5.626/05, deaf communities and researchers in the field advocate that the education of the deaf is a specific field of knowledge, distancing it from special education. It has been observed that the Decree understands bilingual education for the deaf as a social issue that involves the Brazilian Sign Language (Libras) and the Portuguese language in an intrinsic relation with the cultural aspects determining and determined by each language. The Policy, in turn, reduces bilingual education to the presence of two languages within the school, without providing that each one assumes its role of relevance to the groups that use them, keeping the Portuguese hegemony in the educational processes. Such conception limits the transformation proposed for the education of the deaf only to the discursive level and restricts the inclusion to school, preventing an extension of this concept to all social spheres, as stated in the decree. This difference between the senses of the concepts of bilingual and inclusive education in the two documents has fueled old tensions and rendered unviable the dialogue between the propositions of the Special Education Policy and those of Decree No. 5.626/05.
publishDate 2013
dc.date.none.fl_str_mv 2013-03-01
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dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/53042
10.1590/S1517-97022013000100004
url https://www.revistas.usp.br/ep/article/view/53042
identifier_str_mv 10.1590/S1517-97022013000100004
dc.language.iso.fl_str_mv por
eng
language por
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dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/53042/57090
https://www.revistas.usp.br/ep/article/view/53042/57091
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 39 n. 1 (2013); 49-63
Educação e Pesquisa; Vol. 39 No. 1 (2013); 49-63
Educação e Pesquisa; Vol. 39 Núm. 1 (2013); 49-63
1678-4634
1517-9702
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instname_str Universidade de São Paulo (USP)
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reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
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