| dc.description.abstract | Deaf education, the object of this research, stands today as a field of study that leads to the
reflection of school spaces, especially regarding to its form of organization and pedagogical
practices in action. Under the scope of Special Education policies, the proposition of the
Ministry of Education for deaf education fits into the paradigm of inclusive education, which
comprises the common mainstream education as a privileged locus of insertion. On the other
hand, which does not necessarily mean the other way, the education of deaf should be
discussed in a bilingual proposition, considering the linguistic singularities of deaf people. In
the tensions, limits and possibilities between these two educational proposals (inclusive
education and bilingual education) lies this work, which aimed to highlight the proposal for
deaf education in the state of Mato Grosso do Sul in order to identify its lineation in a polo
school for deaf people focusing on bilingual education in the context of inclusive education.
The particularity of this research is the experiences of a school reality that addresses itself as
bilingual. To achieve the perceptions about this school, as methodological procedures, the
analysis of national and state documents comprising the Special Education policy and
speeches, through interviews managers, teachers, educational interpreters, students and deaf
instructor were used. The data were interpreted, considering the historical-cultural approach,
from two main categories: language and enunciation, understood through studies of Vygotsky
and Bakhtin. To do so, they were organized through sub-themes that permeate discussions of
inclusive education (organization of the Special Education services, socialization and
schooling) and bilingual education (bilingual condition of deaf students, school practices of
the common classroom and training of the professionals of education). The school searched
was not fully inclusive, with many problems in this direction, and neither bilingual at all,
since the sign language does not occupy central place in school activities. Fundamentally, it
was identified the absence of a collective project involving professionals in the school
assistance for deaf students – each professional does what s/he can and how s/he can. In
conclusion, the debate on educational proposals that are meaningful for the deaf leads to a
(dis)structuring of school spaces toward a proposition that contemplates primarily the sign
language. The intersection between inclusive education and bilingual education enables a
rethinking of the school aiming its transformation. If the school is bilingual, centralizing sign
language in all routes and processes, deaf students are more likely to participate and learn
approaching them, in fact, to the assumptions of inclusive education. | |
