<b>Pedagogia surda e bilinguismo: pontos e contrapontos na perspectiva de uma educação inclusiva

Eliziane Manosso Streiechen; Cibele Krause-Lemke; Jáima Pinheiro de Oliveira; Gilmar de Carvalho Cruz

doi:10.4025/actascieduc.v39i1.26066

<b>Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective

Eliziane Manosso Streiechen Universidade Estadual do Centro-Oeste
Cibele Krause-Lemke Universidade Estadual do Centro-Oeste
Jáima Pinheiro de Oliveira Universidade Estadual Paulista “Júlio de Mesquita Filho”
Gilmar de Carvalho Cruz Universidade Estadual do Centro-Oeste

DOI: https://doi.org/10.4025/actascieduc.v39i1.26066

Keywords: deaf people, inclusion, bilingual school, deaf pedagogy

Abstract

The aim of this essay is to discuss the inclusion of deaf students in regular classrooms as the laws dictate, which is supported by an inclusive educational perspective. This is qualitative approach study with bibliographical survey according to the topic and the main documents of the deafness area from 2002, since the Brazilian Language of Signals (Libras) became official, through the Law 10436, until 2014, on the occasion of the ‘Report on Linguistics Policies of Bilingual Education – Brazilian Language of Signals and Portuguese Language’. In this way, the article aims to present the perspective of inclusion of the Ministry of Education (MEC) and the deaf community, which are opposite. The methodologies of bilingualism and deaf pedagogy are shown as proposals respecting the linguistic and cultural differences among deaf students and, consequently, provide them with an effective process of regular education, whereas the inclusion of deaf students in regular classrooms, with the same methodological strategies, has resulted in an increasing number of illiterate deaf students unable to evolve in studies and in other aspects of life..

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Author Biographies

Eliziane Manosso Streiechen, Universidade Estadual do Centro-Oeste

Professora da Disciplina de Língua Brasileira de Sinais (Libras), lotada no Departamento de Letras da Universidade Estadual do Centro-Oeste Campus de Irati/Paraná – UNICENTRO.

Cibele Krause-Lemke, Universidade Estadual do Centro-Oeste

Professora Adjunta da Universidade Estadual do Centro-Oeste no Departamento de Letras e no Programa de Pós-Graduação em Educação, PPGE – UNICENTRO.

Jáima Pinheiro de Oliveira, Universidade Estadual Paulista “Júlio de Mesquita Filho”

Professora Adjunta da Universidade Estadual Paulista Campus de Marília Departamento de Fonoaudiologia e no Programa de Pós-Graduação em Educação, PPGE da UNICENTRO/Guarapuava/PR.

Gilmar de Carvalho Cruz, Universidade Estadual do Centro-Oeste

Professor da Universidade Estadual do Centro-Oeste – UNICENTRO e do Programa de Pós-Graduação em Educação da Universidade Estadual de Ponta Grossa – UEPG.

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Published

2016-12-15

How to Cite

Streiechen, E. M., Krause-Lemke, C., Oliveira, J. P. de, & Cruz, G. de C. (2016). <b>Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective. Acta Scientiarum. Education, 39(1), 91-101. https://doi.org/10.4025/actascieduc.v39i1.26066

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Issue

Vol 39 No 1 (2017): Jan.-Mar.

Section

Teachers' Formation and Public Policy

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