CV Lattes
Universidade de São Paulo (USP). Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP) (Institutional affiliation from the last research proposal) Birthplace: Brazil
Associate Professor in Education at the University of São Paulo (2017); Doctorate degree in Applied Linguistics and Language Studies (2004), Master's degree in Education (1992) and Graduation in Speech Therapy (1987) from the Pontifical Catholic University of São Paulo. Currently, I am Associate Professor I at the University of São Paulo in Undergraduate courses in teacher training at the Faculty of Philosophy, Sciences and Letters of Ribeirão Preto/Department of Education, Information and Communication (FFCLRP/Dedic) and in the Graduate Program in Education ( PPGEdu). Vice-coordinator of PPGEdu in the 2017-2018 and 2019-2020 bienniums. Coordinator of PPGEdu in the biennium 2021-2022. Coordinator of the Language and Special Education Laboratory (LaLEdE) of Dedic. Representative of the Teaching, Research and Extension Center on Deaf Education and Libras Teaching (CesLibras) at USP's Ribeirão Preto campus. Leader at USP/RP of the CNPq Deafness and Bilingual Approach Research Group. Assistance to municipal education networks in Piracicaba, Campinas and Santa Cruz das Palmeiras for the implementation and monitoring of Bilingual Education Programs in regular schools. Since 2000, she has been carrying out research based on the presuppositions of Mikhail Bakhtin's philosophy of language. Participant in an international research group: Universidad de la República, Uruguay Area Estudios Sordos, Facultad de Humanidades y Ciencias de la Educación y CENUR Litoral Norte, coord. Leonardo Peluso. (Source: Lattes Curriculum)
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Deaf people education in our country faces a tension determined by a conflict between linguistic policies, that recognizes the necessity of implantation of a bilingual education for deaf people and educational policies, which argue for inclusive education. This conflict has led to the development, mainly in public schools, of bilingual experiences for deaf people carried through in accord…
The bilingual/bicultural education for the deaf is considered the only suitable model of education for this social group. This constitutes in a form of education that has as the first language (language of dialogue/instruction) the Brazilian Sign Language (Libras), and as the second language the written Portuguese language. In this aspect the presence of deaf adults users of the Libras ar…
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 ex…
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