Bilingual education for deaf people and inclusive education: researching the continuous and initial process of teachers´ training

• Grant number: 11/19109-7
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): January 01, 2012
• Effective date (End): December 31, 2012
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Ana Claudia Balieiro Lodi
• Grantee: Carla Cristina Johansen
• Host Institution: Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil

Abstract

The National Policies that guide inclusive education (BRAZIL, 2007, 2008), consolidate mandatory school registration for all pupils in the regular education network. On the other hand, policies were elaborated that aim at deaf pupils education, presenting some divergences with these, specifically Law 10.436/02, which recognizes Brazilian Sign Language (LIBRAS) as a linguistic system of expression and communication of deaf communities, and Decree 5.626/05, which regulates and institutes the right of deaf people to bilingual education, an education that considers LIBRAS as the first language for deaf people and Portuguese Language in its written modality as the second. According to these official documents, teachers' must have a solid primary training and a constant formative process of reflection on educational practices, and many research studies reaffirm the importance of this continued formation. The study group "Ensino de português como segunda língua para surdos" [Teaching Portuguese as a second language for deaf people], developed in University of São Paulo - Ribeirão Preto, has been a space aimed at this formation, a group having as members teachers from the public education network that work in bilingual inclusive education for deaf people and teachers in initial training - students from the Course of Pedagogy of University of São Paulo. With the aim to understand the characteristics of these professionals training and the consequences this process has in the practices of a project of bilingual inclusive education for deaf people, this research of Scientific Initiation is proposed having as its object of study the formative processes in development in the said study group. For doing this, data will be collected by means of notes taken by the researcher and videos registering the group meetings. Data analysis will be a qualitative one aimed at defining the more relevant themes that emerge of the group discussions and examining how discussions integrate with theories grounding inclusive education, bilingual education for deaf people and teachers' training. (AU)