Limites e possibilidades na educação de crianças surdas: A constituição de um laboratório bilíngue

Abstract

The current research investigates the Bilingual Laboratory project, developed by the Center for Support for the Deaf and Deaf Education Professionals in Paraná - CAS Guarapuava/PR and it was guided and analyzed based on the following questions: What is the relationship between the Laboratory and the field of deaf education, and what are its possibilities for producing and developing pedagogical and linguistic practices and materials to enhance the acquisition of sign language for deaf children? How does it structure itself to enhance the acquisition of sign language for these children? Is there a possibility that the Laboratory contributes to the field of education of deaf people in Brazil? Thus, the objectives were: a) to investigate the structure and organization of the Bilingual Laboratory in production pedagogical and linguistic practices and materials for the acquisition of sign language for deaf children and its relevance in the field of deaf education. b) to analyze the process of the production practices and materials and their effects on the acquisition of sign language to deaf children; c) to analyze the possibilities and limitations of contribution to the field of the deaf education, based on the pedagogical practices and materials developed in the Bilingual Laboratory of CAS Guarapuava/PR. With theoretical and epistemethodological foundations grounded in the concept of the field and relational thinking by Pierre Bourdieu (BOURDIEU, 2009; 2011; 2011a; 2015; 2021; BOURDIEU; WACQUANT, 1992), and adopting a qualitative nature research approach, the study employed the techniques of Observation (BOURDIEU; CHAMBOREDON; PASSERON, 2015) and Focus Group (GATTI, 2005) to gather data. The participating agents included 9 professionals from CAS Guarapuava/PR, engaged in the Bilingual Laboratory project, 9 deaf children who took part in the activities, and 1 teacher working in the municipal education network as an educator in the Multifunctional Resource Room for Deafness in Guarapuava/PR. The period investigated spans from 2021 to 2022. The data analysis was grounded in Bourdieu's relational analysis (BOURDIEU; WACQUANT, 1992), as it is not possible to consider the object without the relations through which it is constituted in the social world, across social, historical, political, economic, cultural, and educational contexts. The analysis categories highlight the mechanisms of Illusio among the agents that compose the CAS team from Guarapuava/PR in their endeavors in the field of deaf education. It was also possible to measure that the participant children experienced development in the acquisition of sign language during the investigated period and, finally, that the Laboratory has proportionate political articulations, linguistic and pedagogical with other institutions, agents and fields. In this manner, it is argued that the Bilingual Laboratory presents itself as a proponent of pedagogical and linguistic actions for bilingual education for the deaf. The work conducted within it situates CAS Guarapuava/PR within its coverage in the field, optimizing it as a creative and productive space derived from the reality in which it is embedded and the objective conditions that constitute it. Guarapuava/PR's CAS has been engaging with other fields, institutions, and agents, thereby building and utilizing resources that contribute to the field of bilingual education for deaf individuals, allowing for the recognition of its limits and generating possibilities, which is enhanced by what is produced, debated, and constructed in the Bilingual Laboratory.