A pesquisa sócio-histórica na educação bilíngue para surdos: a experiência de uma escola pública nordestina

Abstract

This article explains some elements of the implementation process of Education bilingual education for the deaf in a public school system in the northeast, especially from the narratives of two members of the management team of the Municipal Department of Education, responsible for the proposal. Several actions were developed, mainly during the Covid-19 pandemic. The theoretical-methodological basis developed was anchored in the Dialectical Historical Materialism and Socio-Historical Psychology. The categories listed for data discussion were: historicity, totality and mediation. You results showed that, although the development of Deaf Education is evaluated as an advance, some socio-political determinants restrict greater transformations, imposing limits on the area that contribute to the maintenance of a neoliberal logic that weakens and reproduces dominant ideologies. Furthermore, the mediations that go through the constitution of the professionals who worked on the project Bilingual teaching, transversalized their practices and expressed the contradiction in relationships that were established throughout the process. However, there was a genuine effort to modify the reality in which they were inserted.