Descentralização da educação de surdos no Brasil e seus desdobramentos no Espírito Santo

Abstract

This article results from a broader study which aimed to examine deaf people's literacy in the state of Espírito Santo, Brazil, from 1950 to 1970. The article's goal is, more specifically, to understand the process of decentralization of deaf education/literacy in Brazil, as well as the consequent creation of the first literacy classes for deaf children in Espírito Santo, with regard to the political and administrative aspects of this process. It adopts historical research, as well as documents/texts, as the central object of analysis. It builds on the conception of history proposed by Marc Bloch and on the Bakhtinian perspective on language to understand texts/ documents as an enunciation produced by subjects in their time. We conclude that the Campaign for Brazilian Deaf People's Education was fundamental to enable the economic and social project aimed at decentralizing schooling, as well as to ensure that a greater number of deaf people, until then excluded from the constitutional right to education, could learn the country's official language, which was literacy's central goal at the time. Decentralization of deaf education in Espírito Santo, in turn, has actually taken place, but it has largely depended on partnerships between public and private institutions. If, on the one hand, these partnerships have postponed schooling offer as a right, on the other hand, they have enabled the concrete conditions for the education of a group of people until then excluded from this process. KeywordsDeaf education -Special education -Decentralization.

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“…Getting them to be more practical in their ideas and implementation was akin to playing the kite: not too hard that the string will break while not too soft that the kite will fly too far away. The study by Rodrigues and Gontijo (2017) highlighted the success of decentralization required cooperation from all parties, such as top management and committee members.…”

“…Studies on the process of decentralization can be divided into activities and mechanisms. Studies on activities highlighted the activities involved in the decentralization process (Santagati et al , 2020; Massoi and Norman, 2009; Rodrigues and Gontijo, 2017). For examples, (Massoi and Norman, 2009) highlighted that devolution activities influence the decentralization process in Tanzania.…”

“…Another study found that decentralization in French and Italian cultural sectors resulted from different combinations of deconcentration and devolution processes (Santagati et al , 2020). Studies on the mechanism of decentralization discuss the implementation of decentralization in the institution (Santagati et al , 2020; Rodrigues and Gontijo’s, 2017; Mewes, 2011; Falleti, 2005; Silverman, 1992). Studies found that the decentralization process often start with initiation.…”

“…In addition, the success of decentralization process always depends on the collaboration between higher and lower level. For example, Rodrigues and Gontijo’s (2017) study on the process of decentralization of deaf education/literacy in Brazil. The study found that this decentralization process depends on partnerships between public and private institutions.…”

“…Table 1 shows the categories of studies on decentralization. Conyers (2007), Johnson and Leenders (2004), Ribot (2002), Hales (1999), Kolehmainen-Aitken (1998), Silverman (1992) Conyers (1990) Process Activities Santagati et al (2020), Massoi and Norman (2009), Rodrigues and Gontijo (2017) Mechanisms Santagati et al (2020), Rodrigues and Gontijo's (2017), Mewes (2011), Falleti (2005, Silverman (1992)…”