Educação para surdos: o que é uma escola bilíngue?

Summary

Cláudia dos Santos Camargo, a teacher specializing in deaf education and sign language, discusses the unique experiences of deaf individuals, focusing on their cultural identity and challenges in communication. She highlights the importance of bilingual education—sign language and Portuguese—emphasizing how sign language shapes deaf students’ understanding and interaction with the world. Camargo also addresses the historical and legal advancements in Brazil, including the recognition of sign language as an official language and the move towards inclusive education. She advocates for empathy and equal access, calling for a deeper understanding of deaf culture and inclusive teaching methods.

Takeaways

• 😀 Deaf people often face exclusion, and society tends to have misconceptions about their behavior, such as being nervous or lacking patience.
• 😀 Cláudia dos Santos Camargo is a teacher for the deaf, specializing in translation and interpretation of Libras (Brazilian Sign Language), and works in the Special Education division of the Municipal Department of Education.
• 😀 Deaf culture is largely based on visual experiences, as deaf individuals do not have access to oral language and instead relate to the world through visual cues.
• 😀 Deaf individuals who identify as deaf rely on sign language for communication, and they experience the world differently from hearing individuals, including how they acquire language.
• 😀 The medical model, which categorizes people based on their disabilities, continues to influence educational approaches, often emphasizing challenges instead of the potential of deaf individuals.
• 😀 A significant challenge in deaf education is breaking the paradigm of viewing disability as a limitation and focusing on how different individuals learn and communicate.
• 😀 Sign language and Portuguese have different structures, and combining them should respect both languages' grammar, not merely merging them into one.
• 😀 The concept of bilingualism is essential in deaf education, where sign language is treated as the first language and Portuguese as a second language, allowing deaf students to access both languages in a meaningful way.
• 😀 Since the recognition of sign language as a language of instruction in 2002, there have been significant advancements in the rights of deaf people in education, including laws that guarantee access to interpreters and adapted pedagogical materials.
• 😀 Teachers must ensure that deaf students have access to appropriate educational materials and assessments in sign language, helping them achieve fluency in both sign language and Portuguese.
• 😀 Inclusive education promotes empathy and understanding, and learning sign language helps foster better communication with deaf individuals, creating a more inclusive and equitable educational environment.

Q & A

What is Deaf Culture, and how is it different from the experience of hearing people?

Deaf Culture is centered around visual experiences that shape the way Deaf individuals perceive and interact with the world. Unlike hearing people, who rely on auditory experiences to communicate, Deaf individuals use visual means, primarily through sign language, to interact and express themselves. This creates a distinct cultural identity that is built on visual references rather than auditory ones.

What is the difference between a Deaf person and a person with a hearing impairment?

A Deaf person typically has significant hearing loss (moderate to profound) and identifies with Deaf culture, using sign language as their primary mode of communication. In contrast, someone with a hearing impairment has a mild to moderate hearing loss and may still rely on some auditory cues, considering themselves as having a hearing impairment rather than identifying as Deaf.

How does the traditional medical model of disability impact the education of Deaf individuals?

The traditional medical model focuses on classifying people based on their disabilities, leading to assumptions about their limitations. For Deaf individuals, this often means that educational systems assume they will struggle with oral language acquisition and may not fully consider their potential for learning in different ways. This model can hinder a more inclusive and respectful approach to Deaf education.

Why is bilingual education important for Deaf students?

Bilingual education is crucial for Deaf students because it ensures they are taught in two languages—Libras (sign language) as their first language and Portuguese as their second. This approach respects both the linguistic structure of sign language and the need for Deaf individuals to acquire Portuguese for broader communication and academic success.

What challenges do Deaf students face in traditional educational settings?

Deaf students often face challenges in traditional educational settings, particularly in assessments and evaluations that prioritize oral or written Portuguese. Since many Deaf students are fluent in sign language, they may struggle to express their knowledge in Portuguese, despite having a deep understanding of the content.

What legal advancements in Brazil have improved education for Deaf individuals?

In Brazil, significant legal advancements have been made to improve education for Deaf individuals. In 2002, sign language (Libras) was officially recognized as a language of instruction and communication for the Deaf community. This was followed by a decree in 2005 that established rights for Deaf students, such as the provision of interpreters in classrooms and the adaptation of curricula to meet their needs.

What role does empathy play in learning sign language for non-Deaf individuals?

Learning sign language is seen as an act of empathy, as it allows hearing individuals to communicate with Deaf people and understand their cultural and linguistic needs. Empathy is crucial for fostering inclusion and breaking down communication barriers between hearing and Deaf individuals.

How does the concept of bilingualism apply to teaching Deaf students?

Bilingualism in Deaf education refers to teaching students in two languages: Libras (sign language) as the first language and Portuguese as the second. This approach ensures that Deaf students have access to both their cultural language and the national language, providing them with a more inclusive and effective learning experience.

What are some specific strategies used to support Deaf students in the classroom?

Effective strategies for supporting Deaf students include using visual aids, providing materials in sign language, and ensuring that assessments are adapted to accommodate the use of Libras. Teachers may also work with interpreters and ensure that classroom instruction respects the structure of both languages, Libras and Portuguese.

Why is it important to respect the grammar and structure of both Libras and Portuguese?

Respecting the grammar and structure of both Libras and Portuguese is essential because each language has its own unique syntax and linguistic features. Combining the two without respecting these differences can lead to a lack of clarity and understanding. It is important to teach each language according to its own rules to ensure that Deaf students are receiving a quality education that respects both languages equally.