Educação bilíngue para surdos: entre contextos, concepções e práticas
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Data
2020-02-28
Autores
Ribeiro, Viviane Lameu [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O decreto nº 5.626/2005 legitima a necessidade e o direito dos alunos surdos de serem educados em contexto bilíngue. Porém, embora preveja escolas e classes sob essa denominação e proposta educacional, essas existem em número bastante reduzido, em apenas poucas cidades do país, estando a grande maioria desses alunos matriculada, portanto, nas escolas regulares, de forma que a política da educação especial, ancorada em pressupostos inclusivos de escola que abarque a todas as diferenças, faz-se preponderante, em detrimento de possibilidades de processos educacionais específicos, em que a língua de instrução e acesso aos diferentes componentes curriculares seja a primeira língua dos surdos que, segundo a referida perspectiva educacional bilíngue, é a Língua de Sinais, a partir da qual é possível assegurar uma base educacional mais sólida, por meio de um efetivo desenvolvimento e apropriação da linguagem, principalmente, nos primeiros anos escolares desse alunado, sendo que a Língua Portuguesa é considerada como segunda língua a ser aprendida. Assim, considerando a inclusão de alunos surdos no sistema regular de ensino e as implicações dessa realidade, frente ao direito a um ensino bilíngue, bem como importantes pressupostos vigotskianos e bakhtinianos sobre a linguagem e constituição do sujeito, este trabalho corresponde a uma pesquisa exploratória, fundamentada nos pressupostos metodológicos da heterociência, em que se objetivou discutir a proposta educacional bilíngue para surdos, a partir das políticas públicas vigentes, bem como de suas formas concretas de organização, tanto em experiências relatadas por diferentes pesquisas, quanto pela realidade apreendida em um município do interior paulista. Foi possível concluir que o atendimento ao alunado com surdez nas escolas regulares não é coerente, nem com os fundamentos primordiais da proposta educacional bilíngue e nem mesmo com os compromissos delineados pela própria política inclusiva da educação especial, sendo que as ambiguidades e incompatibilidades entre ambas, bem como a complexidade que envolve o trabalho com a heterogeneidade linguística do próprio alunado, os problemas decorrentes das orientações médicas recebidas pelas famílias e suas concepções sobre surdez e Libras, a formação e fluência em Língua de Sinais dos professores especialistas e intérpretes/interlocutores, ausência de professor/instrutor de Libras e espaço e ações limitados para a garantia do uso e difusão dessa língua na escola são os principais elementos que inviabilizam uma educação de qualidade a esses alunos e acabam por contribuir na perpetuação do fracasso e evasão escolar. Urge, então, uma ressignificação do bilinguismo na educação de surdos, a partir da qual deve ser reestruturado o atendimento a esse alunado na rede regular de ensino, principalmente, nos anos iniciais da educação básica, que compreende o período ideal de apropriação da Libras, garantia da contratação do professor/instrutor de Libras, prioritariamente surdo, inclusão da Libras no currículo da educação básica, melhoria, ampliação e abertura de novas escolas bilíngues, conforme antiga solicitação da comunidade surda e o fomento a pesquisas que tragam à luz relatos de experiências e práticas promissoras, pautadas na educação bilíngue e na surdez enquanto diferença linguística.
Decree No. 5626/2005 legitimizes the need and right of deaf students to be educated in a bilingual context. However, although it provides for schools and classes under this denomination and educational proposal, these exist in very small numbers, in only a few cities in the country, and the vast majority of these students are therefore enrolled in regular schools, so that special education policy, anchored in inclusive school assumptions that embrace all differences, becomes preponderant, to the detriment of the possibilities of specific educational processes, in which the language of instruction and access to the different curricular components is the first language of the deaf, which, according to the aforementioned bilingual educational perspective, is the Sign Language, from which it is possible to ensure a more solid educational basis, through an effective development and appropriation of the language, especially in the first years of school of this pupil, with Portuguese being considered as the second language to be learned. Thus, considering the inclusion of deaf students in the regular education system and the implications of this reality, in view of the right to bilingual education, as well as important Vigotskian and Bakhtinian assumptions about the subject's language and constitution, this work corresponds to an exploratory research, based on the methodological assumptions of heteroscience, which aimed to discuss the bilingual educational proposal for the deaf, based on the public policies in force, as well as their concrete forms of organization, both in experiences reported by different researches, and by the reality apprehended in a municipality in the interior of São Paulo. It was possible to conclude that the attendance to deaf students in regular schools is not coherent, neither with the primary foundations of the bilingual educational proposal, nor even with the commitments outlined by the inclusive policy of special education itself, The problems arising from medical advice received by families and their conceptions about deafness and Libras, the training and fluency in Sign Language of specialist teachers and interpreters/interpreters, the absence of Libras teacher/instructor and limited space and actions to ensure the use and dissemination of this language in school are the main elements that make a quality education impossible for these students and end up contributing to the perpetuation of failure and school evasion. A resignification of bilingualism in the education of the deaf is therefore urgently needed, as a result of which the attendance of this student in the regular education network must be restructured, especially in the initial years of basic education, which includes the ideal period of appropriation of Libras, a guarantee of the hiring of Libras teacher/instructor, priority to the deaf, the inclusion of Libras in the basic education curriculum, the improvement, expansion and opening of new bilingual schools, as previously requested by the deaf community, and the promotion of research that brings to light reports of promising experiences and practices based on bilingual education and deafness as a linguistic difference.
Decree No. 5626/2005 legitimizes the need and right of deaf students to be educated in a bilingual context. However, although it provides for schools and classes under this denomination and educational proposal, these exist in very small numbers, in only a few cities in the country, and the vast majority of these students are therefore enrolled in regular schools, so that special education policy, anchored in inclusive school assumptions that embrace all differences, becomes preponderant, to the detriment of the possibilities of specific educational processes, in which the language of instruction and access to the different curricular components is the first language of the deaf, which, according to the aforementioned bilingual educational perspective, is the Sign Language, from which it is possible to ensure a more solid educational basis, through an effective development and appropriation of the language, especially in the first years of school of this pupil, with Portuguese being considered as the second language to be learned. Thus, considering the inclusion of deaf students in the regular education system and the implications of this reality, in view of the right to bilingual education, as well as important Vigotskian and Bakhtinian assumptions about the subject's language and constitution, this work corresponds to an exploratory research, based on the methodological assumptions of heteroscience, which aimed to discuss the bilingual educational proposal for the deaf, based on the public policies in force, as well as their concrete forms of organization, both in experiences reported by different researches, and by the reality apprehended in a municipality in the interior of São Paulo. It was possible to conclude that the attendance to deaf students in regular schools is not coherent, neither with the primary foundations of the bilingual educational proposal, nor even with the commitments outlined by the inclusive policy of special education itself, The problems arising from medical advice received by families and their conceptions about deafness and Libras, the training and fluency in Sign Language of specialist teachers and interpreters/interpreters, the absence of Libras teacher/instructor and limited space and actions to ensure the use and dissemination of this language in school are the main elements that make a quality education impossible for these students and end up contributing to the perpetuation of failure and school evasion. A resignification of bilingualism in the education of the deaf is therefore urgently needed, as a result of which the attendance of this student in the regular education network must be restructured, especially in the initial years of basic education, which includes the ideal period of appropriation of Libras, a guarantee of the hiring of Libras teacher/instructor, priority to the deaf, the inclusion of Libras in the basic education curriculum, the improvement, expansion and opening of new bilingual schools, as previously requested by the deaf community, and the promotion of research that brings to light reports of promising experiences and practices based on bilingual education and deafness as a linguistic difference.
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Palavras-chave
Educação, Surdez, Educação bilíngue, Inclusão educacional, Education, Deafness, Bilingual education, Educational inclusion