O complexo bilíngue de referência para surdos da zona oeste de Natal: fundamentos e práticas nos anos iniciais do ensino fundamental

Abstract

This qualitative research approach aims to study both practices and narratives in the curriculum of a municipal public school by the implementation of public inclusion policies in natalense educational field through Bilinguals References Complexes for Deaf people – Complexos Bilíngues de Referência para Surdos (CBRS). It was Based on social – historical methodological (FREITAS, 2003), and supported in Bakhtin (1995), Vygotsky (1998) and on social cultural studies (JOHNSON, 1999; MATTELART; NEVEU, 2004) with emphasis on deaf studies (DORZIART, 2009; 2011; SKLIAR, 2011; SÁ, 2011; 2012; LODI; MELO; FERNANDES, 2012). As theoretical support it was also important the contribution on the school curriculum (SILVA, 1995), deaf people education (LOPES, 2007; 2013) and community and deaf people culture (SÁNCHEZ, 1990; LANE, 1997; SACKS, 2010). The research was carried out between the second half of 2014 and the first half of 2015 in one of the CBRS in Municipal educational system from Natal/RN. By aiming this way, the general curriculum analysis of Luiz Maranhão Municipal School through actions and announced of parts of its professionals involved with deaf students’ education and as specific aim to identify the deaf subject conception of proposals from the complexes and goals of education of these subjects in these spaces. For developing this paper. However, it was used tools such as interviews and questionnaires and as a research procedure the participant observation and group interviews. The data analyzed were based on content analysis (RAMPAZZO, 2002; FRANCO, 2005; BARDIN, 2011). The data analysis brought up contradictions and differences on narratives and curricular practices. Before the analyzed data we came into the conclusion that in the first grades of CBRS in Cidade Nova, West Zone of Natal/RN, the fundamentals and demonstrated practices are not in accordance with the proposal of bilingual education of the Deaf movement and Deaf studies. The majority of collaborators see the deaf as a disabled person and bilingual education like one more expansion of people’s education with special needs.