A Educação escolar de surdos na perspectiva bilíngue de uma escola especial

Abstract

This search of the need for reflection on the bilingual education policy, which advocates the teaching of gesture-visual language as a first language and oral written language as a second. Therefore, constitutes, necessary to understand the construction of the subject deaf bilingual and how the work done in the interaction between the two languages at school. We aim to investigate the importance of Bilingual Education as a manifestation cultural partner of the deaf community, and then identify and analyze the teaching methodology, content and teaching materials used for learning the first and second language in school with Bilingual proposal for the deaf in Goiânia . Data were constructed from observations in the school routine and document analysis which were analyzed in the light of the concepts of acquisition of two languages in schools, and bilingual education in strengthening and stimulating the Deaf Culture, proposed by authors such as Grosjean (1982; 1996; 2001; 2008) Vygotsky (2003; 2007), Philip (2004) Fernandes (2012), Tables (1997; 2004; 2006), Salles (2004) Skliar (1997). We agree with the reflections of Braggio (1992) and Wrigley (1996), for the need for change in social thought towards the deaf. And Perlin (1998; 2002; 2004; 2011) About the concepts of identity and deaf culture. Therefore, this research aims to reflect the importance of bilingual school for the deaf from about the specifics of these subjects.