Bilingual inclusive education: follow-up and implications for pedagogical actions favoring primary education deaf students

• Grant number: 12/17730-9
• Support Opportunities: Improvement in Public Education Program
• Start date: February 01, 2013
• End date: January 31, 2016
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Cristina Broglia Feitosa de Lacerda
• Grantee: Cristina Broglia Feitosa de Lacerda
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

The current educational policy establishes the inclusion of all children in the regular school, with respect to their necessities and peculiarities, but these cares not always are given. This is the case of school inclusion children and young deaf people due to their difficulty of access to the language used by the majority, handicapping them as regards teaching-learning processes. Thus, it is crucial to develop, mainly in elementary education, pedagogical practices intent to the necessities of deaf people and initiatives that allow for the acquisition and the use of Brazilian Sign Language (LIBRAS) in the school space. Moreover, actions in favor of this are mandatory (Federal Act 5,626/05, which deals with deaf people education). With this in view, the São Carlos-SP Department of Education asked this paper proponent in 2011 for a city Department of Education/University partnership aiming at the implantation of a police of Bilingual Inclusive Education. Then, it was possible to implant the project in a broader way, and for this reason we submit to this sponsoring agency the present proposal. This research project aims to analyze implementation and intervention actions taken by a City elementary school chosen to create an experimental space for including deaf students based on bilingual inclusive education parameters. This experience has as its grounding principle the development of bilingual education for both deaf and hearing students, creating in the school an effective circulation of two languages the Portuguese language and LIBRAS in order to implement methodologies and didactic practices appropriate both to deaf and hearing students aiming with the ultimate goal of developing quality school inclusion. (AU)