A Educação de surdos na Rede Pública Estadual de Anápolis/GO: trajetória histórica e as abordagens educacionais

Abstract

This work falls within the research line Education, School, and Technologies of the Graduate Program in Education, Language, and Technologies at the State University of Goiás. It presents an investigation on the history of deaf education in the city of Anápolis/GO, within the state public school system. The central question is: What educational approaches have been used in the history of deaf education in the city of Anápolis/GO, within the state public education system? The general objective is to analyze the educational approaches used throughout the history of deaf education in Anápolis/GO, within the state public education system. The following authors were chosen as the epistemological basis for the research: Godfeld (2002), Quadros (1997/2006), Fernandes (2015), Strobel (2008/2009), Perlin (2012), Skliar (2009/2015/2016), and Sá (2010/2019). The research defines its space/time of investigation as the city of Anápolis and its locus as the state public education system. The object of study focuses on the educational approaches, highlighting: oralism, total communication, and bilingualism. The research methodology follows a qualitative approach. Regarding procedures, it includes documentary and bibliographic research. The techniques used involve interviews and questionnaires. This dissertation belongs to the field of History of Education, adopting Cultural History as its historiographical perspective. Laws and decrees related to special education and deaf education in Brazil and Goiás were analyzed, as well as documents from Frei André Quinn State School, which is now closed. The dissertation is divided into three chapters. The first, titled Deaf Education: Historical Aspects, portrays deaf education worldwide and in Brazil. The second chapter, History of Deaf Education Approaches in Goiás, and the third chapter, History of Deaf Education Approaches in Anápolis, focus on regional aspects. Despite the challenges faced by the deaf community, their struggle has led to some achievements, such as the linguistic right to use their own language, Libras. However, deaf inclusion in schools still falls short. Deaf students continue to be integrated into schools rather than truly included, as they seek quality education that meets their linguistic specificities. This goal can be achieved through bilingual schools for the deaf, where the language of instruction is Libras. This right was established by Law 14.191/2021, yet there are still few institutions that provide this service, and there is a shortage of qualified bilingual teachers for deaf education. Goiás has only one bilingual school for the deaf, which operates within the Association of the Deaf of Goiânia. In this context, it is essential to raise awareness among the public and government authorities about the need to ensure this right for the Brazilian deaf community. Implementing bilingual schools or classrooms that address their linguistic and cultural differences is necessary, expanding this opportunity throughout the country, including in Anápolis