A implementação de escola bilíngue em Goiás: avanços e desafios

Abstract

This dissertation was presented to the Graduate Program in Education – PPGE, at the State University of Goiás, in Research Line 2: Culture, School, and Formation. This research proposal originates from a concern that has accompanied me for over 20 years in my professional work as a teacher and sign language interpreter. This concern arises, particularly, from observing the difficulties that deaf students face in constructing their knowledge and linguistic identity. Within the current inclusion model, where knowledge is mediated through the sign language interpreter, in bilingual education for the deaf, the role of the TILPS (Sign Language Interpreter and Translator) does not exist as a mediator of knowledge, but rather the role of the bilingual teacher in bilingual schools. Thus, the following question arises: What are the advances and challenges in the implementation of bilingual education for the deaf in Goiás? This is the question that guided this investigation. It is also important to highlight that deaf education has been the subject of different educational approaches, such as: oralism, total communication, and currently bilingualism. The general objective of this research is to understand the advances and challenges in implementing the first bilingual school for the deaf in Goiás from the perspective of the professionals involved. The specific objectives are: (i) Address the historical trajectory of deaf education; (ii) Examine and discuss the legal frameworks and public policies won by the deaf movements related to the theme of the investigation; (iii) Identify the advances and challenges faced by the first bilingual school in Goiás, as well as whether the teaching process by bilingual teachers enables a better understanding of content by deaf students at the Bilingual Deaf Educational Center in Goiás. Regarding the methodology, the study is characterized as qualitative, phenomenological, and bibliographical research. For this, field research was conducted, involving theoretical interpretations, semi-structured interviews with 08 (participants) deaf and hearing teachers, management groups, interpreters, a deaf student, and the deaf founder of the Goiânia Deaf Association, as well as the individual responsible for bringing Brazilian Sign Language (Libras) to Goiás. The theoretical framework proposed for this investigation is composed of authors such as Skliar (1997); Quadros (1997, 2000, 2004), Sá (1999), Fernandes (1990, 2006), among others who, throughout history, have facilitated debates and strengthened the struggle of the deaf community in Brazil in favor of bilingual education. The data analysis followed Bardin’s (2016) studies. The data obtained and their relation to the theories led to the deepening of three blocks of analysis and their categories: Implementation of the bilingual school (deaf community movement), Profile of the Bilingual School, with Identity of the Bilingual School, fluency in Brazilian Sign Language (Libras), and Participation of the Deaf (deaf leadership and family). The studies revealed aspects related to the advances and challenges in implementing the first bilingual school in Goiás. Which will be listed during this research. The results point to the need to implement practical measures to achieve bilingualism in Brazil.