Educação bilingue de alunos surdos

: estudo de caso sobre as percepções dos professores

Abstract

This research is part of a Master’s in Science Education, area of special educational needs. This was a qualitative study, based on a descriptive and exploratory typology that aims at understanding how the legislative framework in seven Portuguese public schools is being operated - schools of Reference Schools for the Deaf Student Bilingual Education (EREBAS). Considering the concerns and debates about bilingual education of the deaf community it is important to reflect on this theme. The repercussions that arise from these practices favor oralism and safeguard the use of Sign Language. Methodologically, by creating a script with the questions, seven semi-structured interviews were conducted to professionals performing duties in EREBAS. Interviews that were submitted later to a content analysis helped us understand the perception and the satisfaction of those surveyed regarding: support, organization and spirit of reference schools, as well as their contribution to the proper development of deaf students. We conclude that professionals recognize the current legislative framework as the most favorable for the education of the deaf, admitting that the bilingual education should be seen, not only as a necessity for the deaf, but also as a right. The resources and measures laid down in Decree-Law 3/2008 of 7 January and implemented in their schools were considered both satisfactory and sufficient; and, ensure a good interaction between the deaf community and the listening community. This contributes towards the faculty's stability, which was signaled as promoter of the continuous work, although hampered by the teacher’s and the LGP late placement, it started slowing down at the beginning of the school year. Teachers who support pupils pointed out as major barriers to educational success of their students, the lack of bilingual training of professionals and the weak listeners and deaf students ' performances in sign language and in Portuguese. Teachers believe the problem is related to the education of deaf students in areas where these are few in number and the creation of a Reference School for Bilingual Education is difficult. They also reflect about the necessary conditions for their Schools, in order to provide a satisfactory answer to deaf students. Keywords: Deafness, Deaf Education, Reference Schools for the Deaf Student Bilingual Education (EREBAS).

Date of Award	May 2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Afonso Baptista (Supervisor) & Helena Maia (Supervisor)