A EDUCAÇÃO BILÍNGUE PARA ALUNOS SURDOS NUMA PERSPECTIVA CULTURALMENTE SENSÍVEL/RELEVANTE
DOI:
https://doi.org/10.48075/ri.v14i2.7181Keywords:
Educação bilíngue, interculturalidade, surdezAbstract
RESUMO: O objetivo aqui proposto é apresentar uma reflexão sobre a possibilidade de uma educação bilíngue culturalmente sensível/relevante para alunos surdos. A Educação Bilíngue para surdos, realidade assumida no Brasil como forma de reconhecimento da luta das comunidades surdas concretizadas no Decreto Federal Nº 5626/2005, preconiza escolas de educação bilíngue como aquelas em que a Libras e a modalidade escrita da Língua Portuguesa são línguas de instrução utilizadas no desenvolvimento de todo o processo educativo. Ao reconhecer o direito dos surdos ao bilinguismo, os sistemas de ensino abrem para esse grupo de cidadãos a possibilidade de se reconhecerem e de serem reconhecidos na sua diferença linguística e cultural. Uma educação bilíngue se tornaria culturalmente sensível/relevante se fossem considerados os modos visuais dos alunos surdos aprenderem e se estivessem presentes nos contextos pedagógicos as demandas culturais, linguísticas e sociopolíticas como apontam Bortoni-Ricardo (2003a), Bortoni Ricardo e Dettoni (2003) Erickson (1987), Ladson-Billings (1997) e Ladson Billings em entrevista a Gandin et. al. (2002). Desta forma, contribuiria para eliminar barreiras linguísticas, culturais e outras menos visíveis que surgem no dia a dia da sala entre professores ouvintes e alunos surdos.
Abstract: The proposed aim here is to present a reflection on the possibility of a culturally sensitive/relevant bilingual education to deaf students. The bilingual education for deaf, reality assumed in Brazil in recognition of the struggle of deaf communities implemented in the Federal Decree Nº 5626/2005, advocates as bilingual education schools those where the sign language (called Libras in Brazil) and the written form of the Portuguese Language are languages of instruction used in the development of the whole educational process. By recognizing the right of deaf people to bilingualism, education systems open for this group of citizens the opportunity to recognize and be recognized in their linguistic and cultural difference. A bilingual education would become culturally sensitive/relevant if the visual modes of deaf students learning were considered and if the sociopolitical, linguistic and cultural demands were presented in pedagogical contexts as indicated by Bortoni-Ricardo (2003a), Bortoni Ricardo and Dettoni (2003) Erickson (1987), Ladson-Billings (1997) and Ladson Billings in an interview with Gandin et. al. (2002). This would help eliminate linguistic, cultural and other less visible barriers that arise in day-to-day living of the classroom between hearing teachers and deaf students.
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