Política educacional e política linguística na educação dos e para os surdos

Abstract

This study is a doctoral research of the Graduate Program in Education of UFU, in the research line "State, Policies and Management of the Education". Its object is to analyze the Educational Policy and Linguistic Policy, focused on the formation of the Deaf and/or listeners in what concerns the teaching of Libras and Portuguese as the second language for the Deaf. Its general objective is to carry out a cross-sectional study of the theoretical frameworks that underpin Brazilian educational policies and public linguistic policies regarding the Education of and for the Deaf to understand and understand the correlations and tensions existing between the Brazilian inclusive legislation, its creation and development in public institutions involved with the education of and for the deaf in the period corresponds to 2005 to 2017. Specific objectives are to identify and analyze: general education and education for and for the Deaf, these hearing and/or deaf people being elements of the language policy of and for the Deaf people; as the theme related to the schooling of deaf people is presented in the training, with respect to the rights and linguistic uses of Libras and Portuguese as a second language for the Deaf, in the corpus of the study; in the National documents and CNE, LDB, PNE, Laws, Decrees, ordinances, technical note, among others, that guide educational and linguistic policy in the Education of and for the Deaf, insertion of the concern with the formation of the Deaf and the listener in the teaching of/in Libras and Portuguese as second language for schooling of deaf people; in the institutional documents, such as PDI and PPP of training course to act in the processes of schooling of Deaf, the insertion of the theme that involves the linguistic policies for this specific public; to analyze the role of IES and institutions of the Deaf in the construction of an educational and linguistic policy for the education of and for the Deaf. It is a qualitative research with emphasis in the documentary analysis and the discourse whose theoretical base is based on the public policies educational approach and linguistic policies – Deleuze (1992); Dorziat (1997, 2004, 2015); Garcia (2003); Lopes (2004, 2009); Lodi (2005,2013); area linguistic – Calvet (1997, 2007); Quadros (2006, 2011); Oliveira (2009); Paterno (2007), Thoma (2011) and with regard to Education policies for and for the Deaf, the instruments of data collection are the documentary study and the semi-structured interview with the professionals of the IES and the Deaf Institutions. We conclude the study by showing that educational policies and linguistic policies in Education for and for the Deaf are still at a standstill both in government agencies and in the HEIs and Deaf Institutions in what concerns the formation of the Deaf and listeners who present different discursive practices, led by misguided reflection on the Education of and for the Deaf. In this way, we consider that it is necessary to apply a negotiation proposal so that it can establish the possibility of a relationship between School Inclusion and Bilingual Education being carried out in the formation, structures and pedagogical actions. It is hoped that its results will present a situational diagnosis of the selected institutions in order to subsidize the new researches, in order to intensify and broaden the discussions on the subject, as well as, to contribute in fomenting the necessary conditions of debates and elaboration that assures the Politics Educational and Linguistic Policy in the Education of and for the Deaf.