Política pública de educação bilíngue (libras/português) em Santarém - Pará: o que sinalizam os surdos

Abstract

The theme of this research is the Public Policy of Bilingual Education (LIBRAS/Portuguese), with focus to the city of Santarém-Pará. Deaf students have the right to learn the content of all subjects in schools, however, schools, considering the legal and normative frameworks, need to implement a bilingual education for deaf students and also need to know about identities, deaf culture, sign language and visuals aspects. Deaf students easyly learn and understand the world of the deaf through visual methods. Based on this premise, this investigation questioned: How did deaf former students learn in inclusive education, according to the Deaf Pedagogical Methodology or the Listening Pedagogical Methodology? The answers were collected in the testimonies of seven deaf students from state public schools, with the aim of investigating what deaf people say about the bilingual (Libras/Portuguese) educational public policies emphasized by Decree 5.626/2005 (Art.14 § 1) and Law 13.146/2015 (Art. 28 - IV). The methodology of this research was guided by qualitative and quantitative principles, whose procedures were of a bibliographic-documentary nature, as well as through semi-structured interviews and educational policy indicators. The research results point to the views of the deaf themselves about bilingual education in the city of Santarém. From the perspective of deaf students, there is no linguistic inclusion, which compromises the right to equality of quality education. It was observed in the testimonies that, despite being inserted in schools that call themselves as inclusive, there were negligences that preclude actions that could reflect on a new educational history in the lives of deaf students.