Conversas com as professoras da/na escola de surdos: educação bilíngue intercultural e diferenciação curricular

Abstract

The following thesis, produced in the Graduate Program in Education from the Federal University of Pelotas, in the research line “Insurgent Knowledge and Transgressive Pedagogies”, approached the articulation between bilingual education, curricular differentiation and interculturalism in Deaf schools. In order to develop this research problem, our general objective was to analyze the articulations and intersections between curricular differentiation and interculturalism in pedagogical practices in bilingual Deaf education. For our theoretical-methodological framework, we have adopted decoloniality as our theoretical basis to support our approach to school spaces and the conduction of the study, using dialogues as our research methodology. When meeting with the schools, we have conducted conversations with the teachers regarding their pedagogical practices, observing the recurrencies in their speech and what emerges in terms of curricular differentiation. Our literature framework has articulated different fields of knowledge – Deaf studies, curriculum studies, special education, among others – all those converging to a broader field, which is Education. Based on this framework and on the conversations with the teachers, we have constructed three analytical categories which allowed us to have a perception about the articulations and intersections concerning bilingual education, curricular differentiation ad interculturalism in these school spaces, considering: - who are the students in the bilingual school; - what is the place/role of sign languages in the bilingual school and, - how are the articulations and negotiations of knowledge established in the bilingual school. Thus, we understand that the curricular differentiation dialogues with the interculturalism of school spaces in the construction of intercultural education, which views people, their cultures, and differences as a potential for learning and knowledge sharing. We put forward the argument that current debates on bilingual education challenge us to consider alternative ways of shaping pedagogical practices in school settings for the Deaf, seeking strategies and methodologies to teach and learn, where sharing knowledge between teachers are a relevant aspect in this context. Curricular differentiation, from the premise of promoting learning for all students, has a potential to constitute intercultural bilingual education for the Deaf.