The schooling of the deaf and the blind in Paris: the first institutes of specialized education

• Grant number: 15/23439-3
• Support Opportunities: Scholarships abroad - Research Internship - Scientific Initiation
• Start date: April 01, 2016
• End date: July 31, 2016
• Field of knowledge: Humanities - Education
• Principal Investigator: Cássia Geciauskas Sofiato
• Grantee: Roberta Baessa Estimado
• Supervisor: Andrea Benvenuto
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Institution abroad: École des Hautes Études en Sciences Sociales (EHESS), France
• Associated to the scholarship: 15/03423-5 - The schooling of the deaf and the blind in Brazil and France: the first institutes of specialized education, BP.IC

Abstract

The present proposal of internship abroad, directly connected to the objectives of the scientific initiation research named "The schooling of the Deaf and the Blind in Brazil and France: the first institutes of specialized education", aims to deepen the study on the process of formation and consolidation of the first public instruction institutions for visually and hearing impaired people in France, namely the National Institute for Deaf-Mutes in Paris and the National Institute for Blind Children in Paris. Once these are considered reference schools for all the specialized education institutions for the blind and deaf, which multiplied through the nineteenth century, this research intends to discuss to what extent the Parisian model served as the basis to the education of the deaf and the blind during the period under review, specially to the institutions that have emerged in Rio de Janeiro in the mid-nineteenth century. Therefore, the methodological approach for the present study will consist of an analysis of the French institutions documentation, their educational and pedagogical organization and, mainly, the dissemination of the Parisian institutions as a model to be reproduced, as well as the documents that may be associated to the foundation of the first Brazilian schools for the deaf and the blind. The analysis of the documental corpus in question, confronted with the existing bibliography, will enable the comparison between the educational models adopted in Paris and in Rio de Janeiro, for the understanding and dimensioning of how the Parisian institutions have influenced the development of new special education schools for the blind and the deaf across the world. (AU)