Kazir The major education is the one with the great maps and projects Gallo,p. How to be someone in front of others who relate to others through oppression or deletion of a language that is minority, following the logic of an oral language, socially conveyed as being common, in a predominantly hearing society? Services on Demand Journal. This would not be strained if there was dialogue between managers of special education, between knowledges which constitute truths about deafness in the field of special education, and the deaf movements. Writing that manifests through claims and placements.
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Kazir The major education is the one with the great maps and projects Gallo,p. How to be someone in front of others who relate to others through oppression or deletion of a language that is minority, following the logic of an oral language, socially conveyed as being common, in a predominantly hearing society?
Services on Demand Journal. This would not be strained if there was dialogue between managers of special education, between knowledges which constitute truths about deafness in the field of special education, and the deaf movements. Writing that manifests through claims and placements. See the work developed by Galloin which this concept is better explained. It seems that deafness is still prescribed, classified and therefore nominated in education by enrollment, or logic, pathological.
By placing ourselves in a tense position to reshape ourselves to the signed truths, opening ways of experimenting with the other, in their petition, putting ourselves in the process of constant refraction of ourselves with the other: Philosophical reflections pervade within an immanent plan that understands deafness by the logic of difference, calling for concepts such as: To circulate deaf knowledge in this new scenario. How can the deaf appearance occur in a school that does not welcome the language as it is?
Foucault ; studied ways to get, through systematic and reigned corporeal practices, a way to control their concerns, a record and analysis of the lived, for him the way of exercising the self-care, through the practices of freedom Foucault, — writing gains the status of being able to offer a certain freedom in its doing, political action.
In other words, it is the conceptual recognition of a transcendental mode, according to the logic of the Platonic philosophy, which marked the Western lines of thinking. To criticize is to make difficult the too easy gestures. From this premise, we have a posture that is built by habit — by doing. It could be said that, although it is easy to argue that sensitive education for the deaf is done by sign language, as the language of instruction and not as a co-adjuvant of the main language, Portuguese, however, in practice, the main, larger language is presented as an exclusive work, as the predominant model kept in the school curriculum.
However, at times when he makes direct use of the Portuguese language on stage, fracturing and lessening the language itself, he promotes more fruitful meetings with viewers, who may be directly affected by decrreto senses launched secreto the interpretation made by professionals placed on the relationship between viewer and speaker. What is the issue of not release Libras instruction classrooms? It was the encounter with another discourse of deafness as a linguistic difference, therefore, that today leads researchers to look into new educational practices, which have been called upon by the deaf militancy.
We write only at the frontiers of our knowledge, at the border which separates decrsto knowledge from our ignorance and transforms the one into the other Deleuze,p. So, we have that the conceptual production exists only by the encounter with a problem that destabilizes the researcher and places him with the challenge of creation. An arduous task and that requires through the constitutions that make us in the historical contingencies that has us as effect, and thus rehearse thinking another way.
There is no way to develop a universal theory for problems that do not yet exist, nor for any practice that means to librws universalizing. This study was promoted from the philosophical reading of Michel Foucault, the final works of his writings lkbras resume the concept decfeto ethics and aesthetics of existence, to consider the possibility of enrollment of deafness not by the prevailing logic, but by the irruption of other forms of enunciation.
This spatial displacement is the resistance, which promotes openings other to live libertarian experiences that can only be experienced in revolutionary action, in a fracturing context of placed truths, reworded in other practices. The current paradigm of inclusion is broken, by assigning a school other, inserting the Brazilian sign language Libras as an active presence in everyday life. Under these conditions, the critique — and the radical critique — is absolutely indispensable for any transformation Foucault,p.
To articulate the possibility of resistance and recreation of striated spaces promoted by a policy aimed for the majority, Gallo points to the existence of a minor education, from a Deleuzian reading of minor literature, creating other actions in their thinking and in their investigations.
Such a perspective is shown as being the driving force of a militant and powerful thinking to compose new practices in deaf education. In short, deafness as a problem is deafness as an event that speaks about other practices, still not really open to dialogue in the schools we have today.
In the project, the Libras instruction classrooms were left only with deaf students due to social issues we will present below. In other words, it would mean knowing if the will to truth is not as deeply historical as any other system of exclusion; if the root is not as arbitrary as they liras if it librad not modifiable as they are in the course of history; if, like them, it is not supported and, like them, it is not constantly reactivated throughout an institutional network; if it does not form a system of coercion that is exercised not only on other speeches but on a range of other practices.
Nothing is easy and paradigm changes require subjective change, new interiorizations and other settled truths. The production of deaf derceto and educational policies is affirmed within the bilingual aspect that takes the sign language as constitutive to the deaf subject and his education. In this complex and brief panorama, we see which historical affiliations mark the discipline in the deaf body and the process of normalizing the language.
We reiterate that in central school projects, there has never been any impediment of the public frequenting this area, only the language that would be a priority as a means of school education, which has promoted a certain population group: Veiga-Neto; Lopes,no decteto.
The repair for the deaf and his body occurs in the sameness libfas an education offer by a language that biologically, by the non-listening condition, the deaf cannot access: At this event, whose main intention was questioning the deaf education of today and the re-thinking about bilingual education in practice, Professor Robert Johnson begins his lecture by saying that educating the deaf is a simple thing — we keep the quotes and highlight the speech due to the double meaning of the assertion, and at the same time, keeping a certain irony perceived in the live enunciation of it, while listening to the event.
They announced, however, that:. That is the opposition that the author proposes to the theorematic reasoning, since thinking due the occurrence works in the proliferation that emerge from the encounter itself with what becomes to the subject, in a problematic order. We had to justify the exclusivity of the deaf, since the document points to the presence of deaf and listeners, and consequently, there was the petition to close these classrooms.
This means that deafness as a problem is not the same problem of deafness which refers to a prompt reply, maybe even a corrective action of the body, or disciplining. Therefore, we have the occurrence as from the incorporeal, working outside the body, however, promoter of marking and knowledge that from their encounters operate other corporeal knowledges: In the work of these philosophers, the conceptual production occurs in active and creative actions, with the concepts created and used as tools that operate on specific problems, and that are a part of and lead to novelties in the ways of thinking.
Theoretical conclusions about deafness, described in this text, promote different ways of thinking about deafness and with it, apparently makes dialogues impossible. TOP Related Posts.
Decreto n 5.626 2005
Parбgrafo ъnico. Considera-se deficiкncia auditiva a perda bilateral, parcial ou total, de quarenta e um decibйis dB ou mais, aferida por audiograma nas freqькncias de Hz, 1. As pessoas surdas terгo prioridade nos cursos de formaзгo previstos no caput. O processo de inclusгo da Libras como disciplina curricular deve iniciar-se nos cursos de Educaзгo Especial, Fonoaudiologia, Pedagogia e Letras, ampliando-se progressivamente para as demais licenciaturas. As instituiзхes de educaзгo superior devem incluir a Libras como objeto de ensino, pesquisa e extensгo nos cursos de formaзгo de professores para a educaзгo bбsica, nos cursos de Fonoaudiologia e nos cursos de Traduзгo e Interpretaзгo de Libras - Lнngua Portuguesa.
Decreto 5626/05 | Decreto nº 5.626, de 22 de dezembro de 2005
December 23, ; Accepted: There is no way to develop a universal theory for problems that do not yet exist, nor for any practice that means to be universalizing. Creative-concepts that work are potentialized to operate within the immanence plans, which lead to thinking: Therefore, it is necessary to experiment in its every detail the unique, exclusive bond of the concepts with philosophy as a creative discipline. These are classrooms open to any student as long as he or she understands that education will be taught only using Librasand the Portuguese will be relegated to a second language. Although we have highlighted here bilingual project experiences in basic education, there is still some way to go for the consolidation of educational policies, as well as project proposals that can be paralyzed. With educational organizations and proposals that can meet the needs of deaf students.
Decreto nº 5.626, de 2005
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