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Revista de Educação PUC-Campinas

versão impressa ISSN 1519-3993versão On-line ISSN 2318-0870

Resumo

PINTO, Milena Maria  e  SANTOS, Lara Ferreira dos. Teachers’ conceptions of deaf students in inclusion and bilingual education. Educ. Puc. [online]. 2022, vol.27, e225726. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v27e2022a5736.

The inclusive education system in Brazil presents several challenges, the main ones being related to a social organization - from dominant values and conceptions to the most appropriate means for quality education for all. Considering deafness as a linguistic difference, this work aims to understand the conceptions about bilingual education and inclusion by teachers of deaf students in early childhood education, relating pedagogical practices, Libras and development. This is qualitative research, with the online questionnaire as the collection data collection instrument. The participants are 15 hearing teachers who work or have worked in Early Childhood Education classrooms with one or more deaf students in state public schools in São Paulo, from 2016 to 2020. The analyses are based on the cultural-historical approach, from excerpts of the answers, providing discussions about the educational reality of deaf students regarding the educational model, and considering the inclusive proposal and the bilingual model. The results indicate that school satisfaction is still based only on the insertion of deaf people in schools, not promoting effective changes in education, which have methodologies and practices based on Libras. Thus, there is a lack of knowledge of Libras as the first language of deaf students, as the language of instruction in education, and as centrality in development.

Palavras-chave : Bilingualism; Deaf children; Teacher; Special education; Inclusive education.

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