Perfil da avaliação da educação surda na escola regular com proposta bilíngüe em Pombal – PB

Abstract

Deaf education Secularized dates back approximately six centuries, with the assumptions oralistas, preceded by the words Imagistics, realizing it today with Semiotic Visual underlining the significance of the sign language and Pedagogy Flagged stating that otherness Fricative goes beyond the issue of disability and pathology, being regarded as political difference. This form requests pedagogical alternative differentiated legitimate democracy and ressaltem culture fricative. Forth, Deaf Education policies, come over time analyzing relations of knowledge’s and powers between the deaf and listeners, seeking to enhance the potential of these subject sociolinguistics so that they can interpret and categorize meanings, covering their cultural values and their experiences of life. It is in the light of Pedagogy of the difference that this Monograph proposes to observe, analyze, and questioning the Profile assessment in education Fricative by bias of regular school with proposal bilingual Pombal – PB connecting consistency between everyday practice and legal assumptions; between speech evaluative and social reality; between the methods evaluative planned and adopted finally try to detect if really evaluative criteria used by teachers in classrooms regular education, serve to justify decisions, and reinstate nortes in (re) constructs knowledge’s of learners deaf For fulfillment of this survey was bibliographic intakes and data gathering spot teaching institution with bilingual proposals held interviews and/or polls with Bursar, teachers of the deaf, deaf students; observations of scenario other than French (classroom, class journals, books students) as well as written and photographic records