As políticas educacionais brasileiras para surdos e suas influências no desenvolvimento da cidadania: um estudo de caso no Centro de Capacitação de Profissionais de Educação Wílson Lins-CAS - Ba em Salvador

Abstract

Seeking to collaborate with the development of the empowerment and autonomy of deaf people in the city of Salvador, the present study investigated the Brazilian educational policies from 1992 and its influence on education of the learners of Training Center for Education Professionals, Bahia, Brazil. The aim of this study was to analyze the reflections on these policies in the trajectory of the schooling of a group of ten deaf learners of Training Center for Education Professionals, Bahia, Brazil, checking their possible contribution to the formation of their citizenship. The theoretical-methodological strategy was the historical case study of a qualitative, interdisciplinary and exploratory character, due to its compatibility with the complexity of the problem investigated. The empirical field was the Training Center for Education Professionals - CAS-Bahia-Brazil, better known as Wílson Lins CAS. Although it has been necessary to situate this institution historically since its genesis in 1959, the temporal cut was defined between 1992 and 2006: the first one refers to the year of CAS-BA deployment at the current address, and the last one, a year after the 5,626 / 05 Federal Decree, which regulated bilingualism for the deaf people in Brazil. A total of 13 subjects were investigated: ten learners of this institution, two teachers, and the manager. Regarding understanding and communication with the deaf people, volunteers from four interpreters of Brazilian Sign Language were counted. They were the mediators and responsible for the implementation of the answers to the semi-structured questionnaire, the main research instrument. In addition, a complementary interview and simple observation were performed. The findings in the empirical field were analyzed under the foundations of the legislation destined to the schooling of this population and the theoretical referential adopted. The results lead us to infer that, despite having a considerable legal apparatus, and some advances, the low effectiveness of educational policies, political and material poverty, in addition to the low social participation, are still serious obstacles for reaching the linguistic accessibility and exercise of citizenship for learners of this CAS-BA. Therefore, it urges greater investment in new researches that contribute to the development of quality education to the deaf population.