Reflections on bilingual education of deaf in inclusive schools in the initial years of fundamental education

Abstract

Inclusive education is a relevant theme in contemporary times for the challenges of consolidating an educational system with fair opportunities and accessibility to its target audience. When thinking about the education of the deaf, tensions are raised by the demand for the construction of a bilingual education that is made inclusive without suppressing the linguistic-cultural specificities of the deaf students. With the favorable legislation for the construction of a curriculum in which school instruction is given in Libras (Brazilian Sign Language), the actions and demands of the deaf community have gained visibility. This research, therefore, aims to reflect on the bilingual services offered in two municipalities in the interior of the State of São Paulo. The two spaces that will be observed promote different models of inclusion of the deaf in the initial years (1st to 5th year of elementary school) and call them bilingual practices in inclusive schools: 1) a multi-seriated deaf classroom and instruction in Libras bilingual teacher; 2) the other with the performance of two professionals, in the double teaching, for deaf students and listeners. It is hoped to analyze the gains and losses in each program and also to problematize the perspective of literacy basic and literacy made insign language and Portuguese language in each of the bilingual contexts. The data will be analyzed by the theoretical constructs of the philosophies of difference, in Michel Foucault, Gilles Deleuze and Félix Guattari, and in the Deaf Studies, with an archaeological and methodological procedure. It is hoped that the research will favor the construction of bilingual policies for the deaf in elementary school I. (AU)