Bilingualism and inclusion: a reflection on deaf students in the regular education
DOI:
https://doi.org/10.48075/ri.v24i1.27162Keywords:
Education, Bilingualism, InclusionAbstract
This article, on bilingualism and deaf education, from the perspective of including deaf people in the regular school system, has as its background studies and discussions carried out during a specialization course in Letters and Libras. Characterized as bibliographic documentary, the study aimed to reflect on the contributions of bilingualism to the school inclusion of deaf children; present
some legal aspects of the inclusion of the deaf in school education; discuss about elements of deaf culture and identity, and, finally, reflect on bilingualism as a positive tool / strategy for school inclusion. The study is anchored in legal documents (laws, decrees, etc.) and in theoretical propositions presented by Quadros (2003; 2004; 2008, 2000) and Skliar (2000; 2003a; 2003b), among others. The results show that working in an inclusive perspective requires a joint effort from all educational actors, since it is necessary to think collectively in a perspective of bilingual education, in which learning another language is not beneficial to the deaf. For listeners, learning Libras also enables the strengthening of linguistic structures, that is, it favors cognitive development and broadens students' horizons, encouraging creative thinking and allowing greater access to communication.
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