Contribuições do pensamento de Paulo Freire para a alfabetização bilíngue em libras/português de crianças surdas

Abstract

Literacy in Libras / Portuguese for individuals with deafness is a current topic and has been gaining more strength since the 1990s, amid a broader context of struggles for social justice and the establishment of policies for the inclusion of people with disabilities. It is also a theme that generates heated debates, and not yet considered, among those who argue that this literacy should be carried out in bilingual schools, and those who are in favor of it occurring in the common school, as long as they are offered. the necessary conditions. This research focuses on the literacy work of a teacher from the Specialized Educational Service, carried out in a Multifunctional Resource Room, in a public school in the city of Santos/SP. With the perspective of understanding in more deeply the work that has been developed in this context and offering contributions to (re) think the pedagogical practice, in the light of a critical-emancipatory perspective of literacy, we seek to answer: What contributions does the pedagogy of Paulo Freire offer for Libras/Portuguese literacy of individuals with deafness, held at the Specialized Educational Service, in the Multifunctional Resource Room? In order to answer this question, in addition to the principles of Freire's pedagogy, theoretical contributions from different deaf, hearing or coda researchers were used, with the intention of contemplating both hearing and deaf culture, seeking to build a democratic theoretical space. The qualitative research was carried out through participant observation and data were collected through records in the researcher's logbook, interviews with an AEE teacher and an analysis of the Pedagogical Political Project of the field school. The findings of this research allowed us to conclude that Freirean principles such as ¿respect for students' knowledge¿; ¿Respect for the autonomy of the student¿; ¿Security, professional competence and generosity¿, are present at different levels of intensity and depth in the teacher's practice, empowering her. Also, excerpts from these same principles were found in the institution's PPP corpus. It is expected that the analyzes carried out will generate contributions to studies on critical literacy and stimulate debates about the literacy of deaf children, in an emancipatory bias.