A FRONTEIRA ENTRE O BILINGUISMO E A INCLUSÃO

Um olhar Sociolinguísta no atendimento aos Surdos em Escola Pública de Guajará-Mirim e Porto Velho

Abstract

SUMMARY 

The inclusion of deaf people comprises a symbolic exchange of political and social elements that are imperative for the development of deaf students and the strengthening of the identity of deaf communities, bearing in mind that LIBRAS has been gaining strength and national visibility. This work seeks to carry out a sociolinguistic analysis based on observations that portray the routine in attending communication activities in the education of the deaf obtained in a public school in Guajará-Mirim-RO. Admitting that there is a preeminence of linguistic markers that positively highlight the presence of deaf people in regular schools, it is necessary to cover the situation of this student in relation to sign language in the educational context in comparison with another context offered in bilingual classrooms for the deaf in the city from Porto Velho-RO. The research was carried out with two groups of deaf academics, residents of the respective cities: Porto Velho and Guajará-Mirim, during the observation and conducting stages. We conducted our analyzes based on the theories of Foucault (2015), Góes (1996), Skliar (1999 and 2005) and Quadros (2006) and in the field of sociolinguistics Louis-Jean Calvet (2002). In the inclusive school, research revealed that the feeling of inclusion is an unattained goal in the lives of students, since the majority of deaf people are children of hearing parents who do not know LIBRAS, a fact that leads to a delay in the acquisition of Sign Language. This fact overloads both the Interpreter and the teacher (not fluent in LIBRAS), who, in order to perform their attributions, use class time to teach the signs and explain their respective concepts. In bilingual classrooms, Libras is the language of interaction, instruction and communication used by deaf and hearing teachers, while in inclusive education there is a lack of appreciation not only of LIBRAS, but mainly of the Deaf subject, considering that there are deaf and deaf students. the absence of the deaf teacher. Keywords: Deaf Education. Sociolinguistics. Bilingualism. Inclusion of the deaf