Abstract

MARTINS, Vanessa Regina de Oliveira  and  LACERDA, Cristina Broglia Feitosa de. Inclusive bilingual education of deaf children: An analysis of education and language policies. Educ. Puc. [online]. 2016, vol.21, n.2, pp.163-178. ISSN 1519-3993.  https://doi.org/10.5965/151939932112016019.

This paper discusses the controversy over education of deaf children, especially in early childhood education in inclusive schools. Education and language policies in bilingual inclusive schools were considered based on an analysis of a school located in an inland city in the state of São Paulo. It was evident the urgent need for changes to support the proper inclusion of deaf students at that school, which include breaking paradigms that prevent a dialogue between the government bodies associated with education, such as City or State Board of Education, and deaf education movements. The analysis was focused on a particular situation at the school that will be used to illustrate the theory presented, emphasizing Foucault's constructs. The genealogical perspective of Michel Foucault was used. The author believes that knowledge can be gained from power or that there is no power relation without the correlative constitution of a field of knowledge, which determines the school institutional space. Therefore, the reader is presented with new perspectives on bilingual education which dramatically change the perception of deafness as a disability and highlight the uniqueness of sign language and the considerable benefits it brings to deaf people.

Keywords : Bilingual education; Deaf education; Inclusive education; Brazilian Sign Language..

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