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Análise das políticas educativas no Brasil e em Portugal: ensino em libras e a surdotopia
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Este artigo apresenta uma análise contrastiva das políticas educativas desenvolvidas em escolas inclusivas com programas bilíngues para estudantes surdos (língua de sinais5 e modalidade escrita da língua portuguesa) no Brasil e em Portugal. O objetivo é analisar, em perspectiva comparativa, como essas políticas se materializam nos contextos escolares, identificando convergências, divergências e desafios estruturais para a efetivação da escolarização bilíngue de surdos. A pesquisa destaca a presença do intérprete educacional em ambos os países e problematiza as diferenças na atuação dos docentes surdos: em Portugal, atuam como professores de Língua Gestual Portuguesa (LGP), enquanto, no Brasil, são designados como instrutores surdos, com presença nem sempre assegurada, embora se observe avanço a partir da formação de pedagogos bilíngues. Metodologicamente, o estudo ancora-se nas filosofias da diferença, na análise de práticas discursivas e no conceito de Surdotopia, oferecendo uma leitura crítica das práticas educacionais bilíngues em ambos os contextos. Os resultados indicam a necessidade de fortalecer a formação docente e de consolidar estruturas político-educacionais mais sólidas e equitativas, fundamentadas nas especificidades linguísticas dos estudantes surdos, de modo a qualificar o ensino nos dois países.
This article presents a contrastive analysis of educational policies implemented in inclusive schools with bilingual programs for deaf students (sign language and the written modality of Portuguese) in Brazil and Portugal. The aim is to analyze, from a comparative perspective, how these policies are enacted in school contexts, identifying convergences, divergences, and structural challenges to the effective implementation of bilingual schooling for deaf students. The research highlights the presence of educational interpreters in both countries and problematizes differences in the roles of deaf educators: in Portugal, they work as teachers of Portuguese Sign Language (Língua gestual portuguesa [LGP]), whereas in Brazil they are designated as deaf instructors, whose presence is not always guaranteed, despite recent advances associated with the training of bilingual pedagogues. Methodologically, the study is grounded in philosophies of difference, the analysis of discursive practices, and the concept of de Deaftopia (Surdotopia), offering a critical reading of bilingual educational practices in both contexts. The findings point to the need to strengthen teacher education and to consolidate more robust and equitable political and educational structures, grounded in the linguistic specificities of deaf students, in order to improve the quality of teaching in both countries.
This article presents a contrastive analysis of educational policies implemented in inclusive schools with bilingual programs for deaf students (sign language and the written modality of Portuguese) in Brazil and Portugal. The aim is to analyze, from a comparative perspective, how these policies are enacted in school contexts, identifying convergences, divergences, and structural challenges to the effective implementation of bilingual schooling for deaf students. The research highlights the presence of educational interpreters in both countries and problematizes differences in the roles of deaf educators: in Portugal, they work as teachers of Portuguese Sign Language (Língua gestual portuguesa [LGP]), whereas in Brazil they are designated as deaf instructors, whose presence is not always guaranteed, despite recent advances associated with the training of bilingual pedagogues. Methodologically, the study is grounded in philosophies of difference, the analysis of discursive practices, and the concept of de Deaftopia (Surdotopia), offering a critical reading of bilingual educational practices in both contexts. The findings point to the need to strengthen teacher education and to consolidate more robust and equitable political and educational structures, grounded in the linguistic specificities of deaf students, in order to improve the quality of teaching in both countries.
Descrição
Palavras-chave
Educação de surdos Surdotopia Língua de sinais Deaf education Deaftopia Sign language
Contexto Educativo
Citação
Editora
Associacao Brasileira de Pesquisadores em Educacao Especial