A criança surda na educação infantil : contribuições para pensar a educação bilíngue e o atendimento educacional especializado

• Ano de defesa: 2016
• Autor(a) principal: Teixeira, Keila Cardoso
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Bilingual education; Early childhood education; Special Education Services; Inclusive education; éducation bilingue; éducation à l'enfance; spécialiste de l'information pour l'éducation; L'éducation inclusive; Educação Bilíngue; Educação Infantil; Atendimento educacional especializado; Crianças surdas - Educação; Educação de crianças; Educação especial; Educação inclusiva; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8556

This study points out the need and the viability of the gradual implantation of bilingual and special education policies, with an emphasis on special education services (SES), that are constituted through language and collaboration among special education professionals, other professionals at the institution or school, local authorities and the families of deaf children, with the objective of appropriating knowledge. Through a historical-cultural approach, we defend that the child, as a sociohistorical subject, needs to appropriate and develop language based on his or her necessities, and in the case of the deaf child, the need to acquire and construct sign language as a first language. Inclusive education has proposed certain challenges, such as special education services (SES), which are present in the guidelines of public policies of the Brazilian Ministry of Education. Bilingual education holds a place of distinction today in the debate around how to deal with the linguistic and cultural differences of deaf people, serving as a banner to fight for in the Brazilian deaf community and thus deserving of our special attention. Special education services, such as educational support, mean complementary and supplementary services that favor access to the school curriculum and can be offered within the classroom, as assistance for the teacher in relating to the strategies chosen, or outside of it, in student services during afterschool hours. In its complementary form, its objective is additional pedagogical work needed for the development of the competencies and skills of the different levels of teaching, carried out during afterschool hours and through the following services: resource rooms, pedagogical workshops for vocational and professional training. Our study’s general objective is to analyze, through language, the knowledge appropriation of deaf children in early childhood education, having as a reference the work carried out in the activity room and in the special education services, in a continual process of collaboration among institution, local authorities and families. This study also has the following specific objectives: a) to describe and discuss the proposal of bilingual education and SES proposed by local and national educational policies; b) to analyze the pedagogical practices developed for the learning and development of deaf children in early childhood education and carried out in activity rooms and in SES; c) to describe the deaf child’s processes of learning sign language in the different spaces of the common school and of the special education services; d) to reflect, based on the interaction and dialogue with the institutional professionals, the local authorities and the families, on the deaf child’s processes of learning in the early childhood learning institution, with the objective of the child’s inclusion in the school. In the collection of the necessary information for the preliminary analysis, we realized that there is a need to systematize information pertinent to the different groups and, in this case, to the deaf subject that is assisted by the municipality. This work has the objective of school inclusion through reflection with school professionals about policies of inclusion, bilingual policies, and the processes of language appropriation by the deaf child in an early childhood education facility. There is need for a broader discussion about the bilingualism that has been established in Brazil, and mainly for more information about the deaf movement in favor of bilingual education and how it is processed.