Bilingual schools for deaf in brazil: a fight to be won

Abstract

This paper has the educational development of deaf community as main subject through its fights and as main objective to emphasize the importance of bilingual schools installation in Brazil. Theoretical background has been took from authors like Kyle (1999), Quadros (2009, 2004), Skliar (1997) and others. This study is a qualitative approach like a reflexive literature review, made since of readings and deepening in current literature about the theme, between January and May 2017. Results show that scholar institutions must adapt themselves in order to increase the educational valorization of the deaf, to increase their cognitive, social and intellectual development. Bilingual schools prioritize the Brazilian Sign Language (BSL) as primary language and the written Portuguese as the second language to the deaf students. Unlike the inclusive schools that insert deaf students among listeners students in a mixed classroom where the primary language is the Portuguese and the second one is BSL, and the interpreter becomes the mediator between the deaf student and the others, hindering the learning of the deaf. It is considered that bilingual schools are able to prepare their students to life through structured teaching based on the sign language, from the use of the language properties of the BSL, facilitating the development and learning of the deaf student in the classroom.