Implantação de uma educação bilíngue para surdos na Escola Municipal Santa Luzia em Duque de Caxias/RJ

Abstract

The school inclusion subject has been the most approached in the contemporaneous debates in the special education area. The preoccupation about the practiced model, as well as specific formation problematic, either initial or continued is target of many debates, publications and researches. About the schooling of deaf, the number of researches made has been shown insufficient, mainly concerning the bilingual concept approach. We have highlighted that this research integrates the ―Observatory Program of Special Education and Educational Inclusion: Public Politics and curricular practices‖ and it has as its focus analyzing the implementation of a bilingual education in public schools, as well as bilingualism concept by professionals that act in deaf students education, emphasizing the Multifunctional Resource Class teacher‘s understanding about his part and the oriented practices to deaf students in the inclusion process. The investigation locus was a public school, localized in Duque de Caxias city, in the state of Rio de Janeiro. A teacher from the Multifunctional Resource Class, a Portuguese teacher, an educational Libras interpreter, two teachers of bilingual classes for deaf people and two educational assistants participated in this research. As theoretical reference we used the historical-cultural perspective by Vygotsky (1998), emphasizing the subjectivity present in the constitution process of the bilingualism concept by this study‘s participants. To the realization of the investigation we opted to a qualitative research with methodological approach in the case study, using as data collection instrument the analysis of documents and the semi-structured interview. In the data collection analysis we extracted three categories: Education and bilingualism, Organization and Multifunctional Resource Class attendance and professional formation. The analysis revealed that this schooling network presents a good organization concerning the implementation of federal politics for deaf students schooling. We have also featured the potential functioning of Specialized Educational Services (AEE) about the comprehension of all the involved people roles. Nevertheless, we evidenced that the conceptions about the notion related to bilingualism presented by the research participants are still find in construction process, which take them to a wrong interpretation of the concepts of bilingual school oftentimes