Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos

Abstract

Statements concerning bilingual projects for the education of the deaf did not arise suddenly and actively in inclusive schools. There was a shifting of knowledge configuring a new educational paradigm for deaf people. Perhaps influenced by power relations manifested through laws, decrees, social movements, community struggles and researchers that contributed to the implementation of inclusive bilingual school environments. In this study, these emergency processes were investigated through documentary analysis and interviews with school managers. The aim is analyzing the historical trajectory and the knowledge compositions that have activated a new bilingual inclusive educational scenario for deaf individuals, other than the inclusive proposals in consonance with the model supported by the guidelines that support discourses and practices in special education. Proposals and actions have been presented that try to break with this new paradigm towards the maintenance of a school centered in the Portuguese language. For this, is credited with the regulations for the changes of inclusive mainstream schools to the format of inclusive schools-polo bilingual. The archaeogeneal method developed by Michel Foucault, contributed to the historicization of the factors that allowed the emergence of bilingual projects as a field of research. We analyzed the conjunctures of displacements operated from one knowledge to another which implemented bilingual educational projects for the deaf education. In this sense, the relevance of this research was to contribute with the existing discussions about the displacements of knowledge for educational procedures, carried out in municipalities that adopt inclusive bilingual methods, in order to demarcate the history of social movements toward proposals of bilingual polo-schools.