Gestão de políticas educacionais na educação de surdos: o que cabe do paradigma da diferença na prática da normalidade inclusiva?
Resumo
As políticas de inclusão escolar, na última década, têm tencionado um posicionamento dos gestores das unidades educacionais. Para a educação de surdos estas políticas tem refletido debates político-pedagógicos sobre as aprendizagens significativas no contexto de uma educação bilíngüe, discursos que marcam uma construção permanente do atravessamento cultural e linguístico. Este texto intenciona estabelecer articulações entre as políticas oficiais em educação, que prometem uma Escola para Todos, com as práticas de gestão, firmadas na democracia e no direito à diferença.
Palavras-chave: gestão; educação de surdos; diferença.
Educational policies management on the deaf stdent education: What fit of the difference paradigma on the normalitty includent practice?
AbstractThe inclusion school policies over the past decade tend to a position of managers of educational units. For the deaf education this policies has reflected these political debates about the teaching meaningful learning in the context of an bilingual education, discourses that mark a permanent construction of the crossing between cultural and linguistic. This paper intends to establish links between official policies on education, which promise a School for All, with the management practices, predicated on democracy and the right to difference.
Key-words: management; education of the deaf; difference.
Palavras-chave: gestão; educação de surdos; diferença.
Educational policies management on the deaf stdent education: What fit of the difference paradigma on the normalitty includent practice?
AbstractThe inclusion school policies over the past decade tend to a position of managers of educational units. For the deaf education this policies has reflected these political debates about the teaching meaningful learning in the context of an bilingual education, discourses that mark a permanent construction of the crossing between cultural and linguistic. This paper intends to establish links between official policies on education, which promise a School for All, with the management practices, predicated on democracy and the right to difference.
Key-words: management; education of the deaf; difference.