Cartografando a educação de surdos, deficientes auditivos e surdocegos na região do Caparaó capixaba/ES

• Ano de defesa: 2017
• Autor(a) principal: Bregonci, Aline de Menezes
• 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: Cartography of the education of the Deaf, Hearing Impaired and Deafblind; Special education policies; School Practice; Cartografia da educação de surdos; Deficientes auditivos e surdocegos; Políticas de educação especial; Práticas escolares; Cartografia de la Educación de Sordos, Deficientes Auditivos y Sordociegos; Políticas de Educación Especial; Censo; Prácticas Escolares; Prática de ensino; Políticas públicas - Educação; Língua brasileira de sinais; Educação inclusiva; Censo escolar; Cartografia - Educação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/6843

The present work aimed to map the education of the deaf, hearing impaired and deafblind in the region of Caparaó Capixaba/ES, seeking to identify and problematize the policies and practices of Special Education involving this audience at local inclusive/bilingual schools. In order to develop this research, we performed a symbolic cartography, considering the categories scale, projection and symbol/symbolization from Boaventura de Sousa Santos' theoretical approach Epistemologies of the South; hence, elaborating reflections based on the sociology of absences, sociology of emergencies, and on the translation work, with the intention of creating zones of mutual intelligibility. In this direction, we produced a literary and documentary cartography; we analyzed the local/regional policies of the state and municipal networks regarding the education of the deaf, hearing impaired and deafblind people; we mapped the schools that have deaf, hearing impaired and deafblind students in the different municipalities in the region and tried to understand more closely the path of these students in two municipalities. The results show that the production on this subject in the state of Espírito Santo is recent and that the legislation has materialized in different ways in the municipalities of Caparaó/ES. Another point is that the census numbers are worrisome, because if the number of people with disabilities in Brazil is considered, including the deaf, the hearing impaired and the deafblind, there are still too many people out of school. However, despite all the difficulties encountered for it being a non-hegemonic region, what has been developed by specialist teachers, educacional interpreters, and deaf instructors shows us a great power that emerges from the school-educational practices.