Formação docente e educação de surdos no Brasil: desafios para uma proposta educacional bilíngue

Abstract

From a documental analysis, this paper aims to systematize, discuss and problematize the investments made in teacher education for deaf education. The research considers the 20 years since the publication of the document “The education the deaf want”, written by representatives of the deaf community in the meeting held before the Fifth Latin-American Congress of Bilingual Education in 1999. The main argument is grounded on the understanding that investments in deaf education, for excellence, are practices of government acting differently on subjects’ lives. From the analysis of data on investments in teacher education for deaf education, it is possible to perceive a ricochet effect. Even though the policies reckon the demands of the deaf community and the deaf subjects’ linguistic and cultural differences, they enforce the school inclusion policy. In other words, they rebound on the bilingual educational practices provided by the school inclusion policy. Hence, regarding the demands of the deaf community for respect for their difference, State investments seem to be increasingly strengthening the need for school inclusion.