LIBRAS - Aula 01 - História da educação de surdos: na Europa e nos EUA

Summary

In this course on Libras, André Xavier introduces the history, language, culture, and education of deaf individuals, emphasizing the evolution of deaf education globally. The course covers key themes, including the history of deaf education in Europe, the United States, and Brazil, different educational philosophies, and views on deafness. Special attention is given to the impact of the Milan Congress in 1880, which shifted the focus of deaf education from sign language to oralism. The video highlights significant figures in deaf education, such as Pedro Ponce de Leon and Michel de Lep, and discusses myths surrounding sign languages.

Takeaways

• 😀 The course aims to familiarize students with the history, language, culture, and education of deaf people, but not to teach proficiency in Brazilian Sign Language (Libras).
• 😀 The course covers five major themes: History of Deaf Education, Educational Philosophies, Views on Deafness, Myths about Sign Languages, and the Linguistics of Sign Languages.
• 😀 The first theme explores the history of Deaf Education in Europe, the United States, and Brazil, including how deaf people were viewed in Greco-Roman antiquity.
• 😀 In ancient times, deaf people were often considered non-human because they could neither hear nor speak, which led to the term 'deaf-mute' being used.
• 😀 Aristotle believed language was central to humanity, and since the deaf could not speak, he thought they were not truly human. The Romans held similar views, depriving deaf people of legal rights.
• 😀 During the Middle Ages, the Catholic Church forbade deaf people from marrying and believed their souls were not immortal because they could not speak.
• 😀 The first known educator of the deaf, Pedro Ponce de León, taught deaf children from noble families, focusing on teaching them to speak, which was essential for inheritance rights.
• 😀 Juan Pablo Bonet, a key figure in deaf education, expanded on Ponce de León’s methods, using manual alphabets, sign language, and speech to teach the deaf.
• 😀 The abbot Charles Michel de L'Ep, founder of the first Institute for the Deaf in Paris, was the first to acknowledge that the deaf have their own language and that sign language should be a part of education.
• 😀 The Milan Congress of 1880 shifted the focus of deaf education worldwide towards oralism, banning the use of sign language in favor of speech training, which had long-lasting negative effects on deaf education.
• 😀 The Milan Congress declared that speech was superior to signs for reintegrating deaf individuals into society, making the oral method the preferred educational approach and restricting the use of sign language.

Q & A

What is the primary objective of the course?

The primary objective of the course is to familiarize students with the history, language, culture, and education of deaf people.

Is the course aimed at teaching Brazilian Sign Language (Libras)?

No, the course is not intended to develop proficiency in Brazilian Sign Language (Libras), but students are encouraged to explore additional resources to learn Libras.

What are the five major themes covered in the course?

The five major themes are: 1) The History of Deaf Education, 2) Educational Philosophies in Deaf Education, 3) Views on Deafness, 4) Myths about Sign Languages, and 5) The Linguistics of Sign Languages.

What was the prevailing view of deaf people in Greco-Roman antiquity?

In Greco-Roman antiquity, deaf people were considered non-human because they could neither hear nor speak, and thus were believed to lack language and thought.

How did Aristotle view the deaf, and how did this perception influence their treatment?

Aristotle believed that the inability to hear and speak meant that deaf people lacked language, which he considered essential for humanity. This led to deaf people being seen as non-human and even deprived of legal rights during Roman times.

Who was Pedro Ponce de Leon, and what was his contribution to deaf education?

Pedro Ponce de Leon was the first known educator of the deaf, teaching children from noble families. His methods focused on teaching speech, reading, writing, and even philosophy to deaf individuals.

What role did Juan Pablo Bonet play in the development of deaf education?

Juan Pablo Bonet built upon Pedro Ponce de Leon's methods and in 1620 published a work that described techniques like the manual alphabet, writing, sign language, and manipulating the phonoarticulatory organs to teach speech.

What significant shift in deaf education occurred with Michel de Lep's approach?

Michel de Lep shifted the focus from oralization to recognizing that deaf people have their own language. He introduced 'methodical signs,' which adapted sign language to better represent written French.

What was the impact of the Milan Congress of 1880 on deaf education?

The Milan Congress of 1880 marked a turning point, as it declared that oralization and the teaching of speech should be prioritized over the use of sign language. This led to a widespread abandonment of sign language in schools for the deaf.

Why did the Milan Congress suggest the removal of deaf teachers from deaf schools?

The Milan Congress believed that deaf teachers would hinder the development of oral language in deaf students, and thus, the use of sign language and the presence of deaf teachers were discouraged to promote speech development.