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Educação bilíngue para surdos em Portugal e Brasil: testemunhos de professores de língua gestual portuguesa e língua brasileira de sinais
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A educação de Surdos apresenta desafios na implementação da modalidade de educação bilíngue, no âmbito das políticas linguísticas e educacionais vigentes. A partir da discussão sobre a configuração da educação bilíngue em espaços escolares em Portugal e no Brasil, este artigo analisa narrativas de teor testemunhal de docentes Surdos Professores de Língua Gestual Portuguesa (LGP) e Professores de Língua de Sinais Brasileira (LIBRAS), colocando-as em contraponto ao panorama das políticas educativas marcadas na legislação atual e desenvolvendo uma análise qualitativa e exploratória. Como resultado, identifica-se uma visão reducionista das políticas educacionais vinculadas à educação especial, que veem as Línguas Gestuais/de Sinais como instrumentos de apoio à comunicação, desconsiderando seu valor cultural e identitário; adverte-se que as escolas estão centradas no desenvolvimento da oralidade e terapias da fala, menorizando o papel da Língua Gestual/de Sinais e identificam-se esforços de defesa das Línguas Gestuais/Sinais e de presença da Cultura Surda enquanto topos de resistência. Conclui-se que a educação de Surdos requer revisões na política linguística e educacional, com um incremento do investimento na formação profissional docente (inicial e continuada) e com políticas públicas de valorização e divulgação das Línguas Gestuais/de Sinais. Para além da necessária revisão das políticas vigentes, faz-se fundamental uma monitorização da aplicação do modelo bilíngue para alunos Surdos no espaço escolar.
Deaf education presents challenges in the implementation of bilingual education, within the scope of current linguistic and educational policies. Drawing from the discussion on the configuration of bilingual education in school settings in Portugal and Brazil, this article analyzes testimonial narratives from Deaf teachers of Portuguese Sign Language (LGP) and Brazilian Sign Language (LIBRAS), contrasting them with the landscape of educational policies outlined in current legislation, while developing a qualitative and exploratory analysis. As a result, a reductionist view of educational policies linked to special education is identified, which regards signed languages as communication support tools, disregarding their cultural and identity value. It is noted that schools are focused on the development of oral language and speech therapies, downplaying the role of sign language, and efforts to defend signed languages and the presence of Deaf culture are identified as topos of resistance. The article concludes that Deaf education requires revisions in linguistic and educational policies, with increased investment in professional teacher training (both initial and ongoing) and public policies aimed at valuing and promoting signed languages. Beyond the necessary revision of current policies, it is crucial to monitor the implementation of the bilingual model for Deaf students in school settings.
Deaf education presents challenges in the implementation of bilingual education, within the scope of current linguistic and educational policies. Drawing from the discussion on the configuration of bilingual education in school settings in Portugal and Brazil, this article analyzes testimonial narratives from Deaf teachers of Portuguese Sign Language (LGP) and Brazilian Sign Language (LIBRAS), contrasting them with the landscape of educational policies outlined in current legislation, while developing a qualitative and exploratory analysis. As a result, a reductionist view of educational policies linked to special education is identified, which regards signed languages as communication support tools, disregarding their cultural and identity value. It is noted that schools are focused on the development of oral language and speech therapies, downplaying the role of sign language, and efforts to defend signed languages and the presence of Deaf culture are identified as topos of resistance. The article concludes that Deaf education requires revisions in linguistic and educational policies, with increased investment in professional teacher training (both initial and ongoing) and public policies aimed at valuing and promoting signed languages. Beyond the necessary revision of current policies, it is crucial to monitor the implementation of the bilingual model for Deaf students in school settings.
Descrição
Palavras-chave
Estudos surdos Educação bilíngue Inclusão Resistência Línguas gestuais/línguas de sinais Deaf studies Bilingual education Inclusion Resistance Sign languages
Contexto Educativo
Citação
Editora
Universidade Federal de Minas Gerais