A política de educação bilíngue na produção dos discursos curriculares em escolas de surdos

Abstract

The present work aims at presenting a masters research developed in the scope of the Education Graduate Program from the Federal University of Santa Maria, in the Special Education Research Group. The question that motivated the study was “How are the curriculums of the schools for the deaf produced, through a given discursive order, which we denominate bilingual education?”. As an investigation locus, it was performed a clipping in the umbrella project “Deaf Cultural Productions in the Context of the Bilingual Education”, developed by three universities from Rio Grande do Sul. The investigative focus consisted in getting to know the curricular discourses of three schools that participated in the project. Among the schools, they are: The Special Municipal School Helen Keller; the Special School of Special Education Dr. Reinaldo Fernando Cóser; and the Concórdia High School for the Deaf. In order to answer the study’s questionings, it was taken as the empirical corpus some legal documents that regard the emergency of the bilingual education for the deaf in Brazil, among them: the 5.626 Decree that regulates the 10.436 Law, the National Common Curricular Base, the Education National Plan – Goal 4. The Pedagogical Political Projects, Scholar Regiments, registers from the interviews performed with teachers and students and the observations of the scholar daily life of the contexts previously cited, registered as a field diary, were also analyzed. For the purpose of analytical organization and the problematizations of the present study I elected the theoretical and methodological perspectives from the Cultural Studies in Education and from the Deaf Studies aiming at articulating the discursive practice notions in the bilingual education matrix. It was highlighted after the study, that the bilingual education, in the investigated contexts, is configured through the learning of the Brazilian Sign Language, besides the emphasis that the school specifies for the deaf education, it is configured as a place that constitutes deaf identities and subjectivities. Moreover, it was analyzed that the Special Education area is present in all of the investigated places, developing a significative work for the constitution of the schools for the deaf and the students that attend them. With these announcements it is understood that these are the main discourses that conform the forms of these schools’ curricular organization.