Investigando uma proposta educacional bilíngue (Libras/Português) em uma escola da rede municipal de Juiz de Fora

Abstract

The present dissertation aims to investigate a bilingual educational proposal (Brazilian Sign Language - Libras/Portuguese) which was elaborated by a professional team from CAEE/Sul and is being implemented at W School since 2012, a school of the municipal network of Juiz de Fora which comprises Preschool and Elementary School. By means of this investigation we intended to comprehend the proposal and the actions involved in its implementation, the professionals and their roles and what needs to be changed or added so that the proposal may me effective and in fact allow a bilingual education to deaf and hearing children. According to Sacks (1998), Quadros (2005) and Skliar (1999), bilingual education to deaf individuals becomes important given that it is a perspective that allows access to education in their natural language and will make it possible to create a linguistic and cognitive basis to learning whichever new subjects, since Libras becomes the language of instruction and the main language in which they establish their interactions and the written Portuguese assumes the position of a second language. In order to fulfill this investigation it was necessary to observe at the W School the actions developed in the bilingual educational proposal during the second semester os 2013 and the first of 2014, documental investigation (the school’s Political Pedagogical Project in 2013, minutes from meetings at W School from 2013 and 2014, the W School/CAEE-Sul Bilingual Educational Proposal written in 2012, the Activity Report of CAEE/Sul of 2013 and the Political Pedagogical Project of CAEE/Sul in 2010), Focal Group meeting family members of deaf students. In order to fundament the discussions regarding bilingual education, as well as the analysis conducted we have utilized the authors Sacks (1998), Skliar (1997a, 1997b, 1998 and 1999), Cavalcanti (1999), Karnopp & Quadros (2001), Santos & Navas (2004), Quadros (2005), Quadros & Paterno (2006), Lodi & Moura (2006), Quadros & Schmiedt (2006), Campello (2008), Moura (2009), Neves (2011), Albres (2012), Albres & Saruta (2013), Barbosa, Neves & Barbosa (2013), Rodrigues & Silvério (2013). After the analysis it became evident that the implementation of the bilingual educational proposal is taking place in a growing manner and has been valid to the classrooms with deaf students, given that it allows for an educational environment that gives Libras the status of first language, as well as Portuguese. It is important to highlight that the bilingual education has been proposed only in these classrooms, and the other ones Libras is offered as a second language class to the hearing students. We suggest that the proposal should become a public policy of the city of Juiz de Fora and also be implemented in other schools, contemplating hearing and deaf students of others regions in the city. To accomplish that we need to rethink the proposal as well as create Portuguese lessons as L2 to the deaf students, for example, consolidating, therefore, the bilingual education offered in Preschool and Elementary School.