A educação do surdo como modalidade da educação básica: uma alternativa para superar suas contradições com a educação especial?

ABSTRACT Having identified the contradictions between the proposals of the special education field and deaf education (special education oppose the maintenance of deaf schools, while the deaf studies argue that such schools are essential to the development of the deaf) ; perceived that such contradictions do not concern the choice of the best space for the education of the deaf, but to identify the basic education modality more favorable for their care; and having found that the perspective of Special Education modality is not appropriate to the needs of the deaf community; this research aimed to discuss the feasibility and necessity of deaf education be developed by their own way. Therefore, carried out a study in order to cover the following specific objectives: to analyze the Brazilian educational system to understand what are the possibilities of service to the deaf in that system; know the basic education modalities in order to understand their similarities and differences; verify if the educational specificities of the deaf demand that basic education has their own modality for this group. During the study, could be seen that the basic education modalities are organized to meet two aspects: each modality must include commom matters to all basic education (principles, rules, guidelines and curriculum based) and have their specific aspects (pedagogical perspective and curricular proposal). In addition, we found that some basic education modalities receive the title of regular education, while others do not. Analyzing this issue, it was noted that the modalities that offer regular education are those that meet the standard criteria of teaching hours (9 years of elementary school, three years of high school, with an annual time load of 800 hours, distributed in 200 academic days). Studying the Rural Education modalities, Indigenous Education and School Quilombo Education, it was observed that these arrangements meet the cultural minorities that need a schooling process based on their culture, both the teaching-learning process is meaningful to students as for the school to develop an ideological project compatible with the political community attended. In this perspective, understanding that the deaf are part of a minority cultural group, which has linguistic, pedagogical and political particularities, this research finds that this group demand the recognition of their own educational modality. The existence of Deaf Education modality would guide for the construction of deaf schools and define the educational projects offered to the deaf community should be guided by the deaf culture, with the aim of forming deafproudthemselves, who know the cultural productions of their community and prepared for bicultural relationship (listener / deaf) experienced. Finally, it is understood that the Deaf Education modality offer regular education because their education beyond being guided on deaf cultural specificity would include also the common aspects of basic education, especially the standard time load. For those who believe that deaf school are grouped by the deficiency, this paper states that the deaf school is a cultural grouping.

Grantor

Faculdade de Educação

Year dc:date.issued

2015

Author dc:creator

• Santos, Adriana Dantas Wanderley dos

Advisor dc:contributor.advisor

• Bordas, Miguel Angel García

• Surdos - Educação
• Educação especial
• Educação de base
• Deaf education
• Special education
• Basic education modalities

Statement dc:rights

• Acesso Aberto

Language dc:language.iso

pt_BR

Dc Identifier Other

Tese

OAI identifier oai:identifier

oai:repositorio.ufba.br:ri/18518