Esta pesquisa está inserida no campo dos Estudos Surdos, que marca uma “posição política e epistemológica” (LOPES, 2007) da surdez como uma diferença, entendendo os surdos como uma minoria linguística e cultural. A educação bilíngue para surdos constitui-se objeto desta investigação, a qual, após a Política de Educação Especial na Perspectiva da Educação Inclusiva (2008), passa a ser a maior pauta de reivindicações do movimento surdo. O problema de pesquisa deste trabalho está assim construído: como diferentes discursos acerca da educação bilíngue para surdos constituem modos específicos de se pensar a escolarização desses sujeitos no cenário brasileiro? De modo geral, objetiva-se analisar discursos que produzem e colocam em funcionamento a educação bilíngue para surdos no cenário educacional brasileiro. Como objetivos específicos propõem-se: 1) identificar enunciados que constituem os discursos produzidos nos documentos selecionados; 2) verificar como se dão as relações de poder-saber nesses discursos; 3) problematizar como esses discursos produzem a educação bilíngue. Para isso, me inspiro em Michel Foucault (2006, 2008, 2010, 2012, 2013), olhando para os discursos entendidos como práticas que produzem os objetos sobre os quais fala. O material empírico desta dissertação é constituído de dez documentos, que foram elaborados pelo movimento surdo, representado pela Federação Nacional de Educação e Integração dos Surdos (FENEIS), ou pelo Ministério da Educação (MEC). Esses documentos são compreendidos como práticas que produzem a educação de surdos e, ao mesmo tempo, são constituídos por essas práticas. As noções de saber e poder também se tornam produtivas, pois, nos discursos, há tensionamentos imbricados em relações de saber-poder, que produzem verdades sobre a educação bilíngue. As análises, sobretudo as recorrências observadas, possibilitam construir duas unidades temáticas. Na primeira, verifica-se a utilização de documentos nacionais e internacionais, além de pesquisas acadêmicas e estatísticas, para produzir efeitos de verdade nos discursos. Existem recorrências e silenciamentos na produção dessas verdades, pois se tratam de discursos decorrentes de “princípios político-ideológicos distintos” (LODI, 2013). Na segunda unidade temática, observa-se uma polarização no que diz respeito à educação de surdos, pois são produzidos diferentes sentidos atribuídos à educação bilíngue. Os discursos que circulam no MEC compreendem a surdez como uma deficiência e apontam a educação inclusiva como um direito inalienável. Nesse caso, o surdo estaria incluído na escola comum através de Atendimento Educacional Especializado (AEE) no contraturno, tendo a presença de intérprete de língua de sinais em sala de aula; assim como a língua de sinais é compreendida como um recurso de acessibilidade, já que o surdo não institui uma cultura. Já os discursos que circulam nos documentos produzidos pela FENEIS e por representantes do movimento surdo, a partir do entendimento da surdez como uma diferença linguística e cultural, apontam a necessidade de haver um ambiente linguístico adequado para que os surdos possam ter acesso à educação, o que não é possibilitado nas escolas comuns. A educação bilíngue é, portanto, pensada em espaços diferentes: na escola comum e na escola bilíngue. / This research is part of the field of Deaf Studies, which marks a "political and epistemological position" (Lopes, 2007) of deafness as a difference, understanding the deaf as a linguistic and cultural minority. The bilingual education for deaf is the object of this investigation, which, after the Special Education Policy in the Perspective of Inclusive Education (2008), becomes the greater agenda of the deaf movement . The research problem of this study is thus constructed: how different discourses about bilingual education for deaf are specific ways of thinking about the education of these subjects in the Brazilian scenario? In general, the objective is to analyze discourses that produce and put into operation the bilingual education for the deaf in the Brazilian educational scenario. The specific objectives are proposed: 1) To identify and extract excerpts that constitute the discourses produced in the selected documents; 2) see how they give the relations of power-knowledge in these discourses; 3) discuss how these discourses produce bilingual education. For this, I am inspired by Michel Foucault (2006, 2008, 2010, 2012, 2013), looking at the discourses understood as practices that produce the objects upon which they speak about. The empirical material of this thesis consists of ten documents, which were prepared by the deaf movement, represented by the National Federation of Education and Integration of the Deaf (FENEIS), or the Ministry of Education (MEC). These documents are understood as practices that produce deaf education and at the same time, are made up of these practices. The notions of knowledge and power also become productive because, in the speeches, there are tensions interwoven in relations of power-knowledge, producing truths about bilingual education. The analyses, especially the recurrences observed, enable build two thematic units. First, there is the use of national and international documents, as well as academic research and statistics to produce real effects in the speeches. There are recurrences and silences in the production of these truths, since these are discourses due to "different political and ideological principles" (LODI, 2013). The second thematic unit, there is a bias with respect to the education of the deaf, as are produced different meanings attributed to bilingual education. The discourses circulating in the MEC include deafness as a disability and point inclusive education as an inalienable right. Thus, the deaf would be included in regular schools through Educational Service Specialist (ESA) , and the presence of sign language interpreter in the classroom; as well as sign language is understood as an accessibility feature, since the deaf does not establish a culture. Now, the discourses that circulate in the documents produced by FENEIS and representatives of the deaf movement, based on the understanding of deafness as a linguistic and cultural difference, point the need for an appropriate linguistic environment for the deaf to have access to education, which is not allowed in public schools. The bilingual education is thus designed in different spaces: in regular schools and bilingual schools.

abstract: Learning a second language has been shown to have many benefits, but in the state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face. The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved. Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews. Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers. Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2016

abstract: Purpose: The purpose of this study was to evaluate the efficacy of the EMBRACE Spanish support intervention for at-risk dual language learners and to determine which verbal and nonverbal characteristics of students were related to benefit from the intervention. The first study examined oral language and reading characteristics and the second study examined motor characteristics in predicting the children's outcomes on a reading comprehension intervention. Method: Fifty-six participants in 2nd-5th grade were randomly assigned to one of two groups: 1) Spanish-support intervention, or 2) Spanish-support control. Outcome measures included performance on comprehension questions related to intervention texts, questions on the final narrative and expository text without strategy instruction, and difference scores on alternate forms of the Gates-MacGinitie (GMRT-4, MacGinitie, MacGinitie, Maria, & Dreyer, 2002) reading comprehension subtest administered pre- post-intervention. Multi-level hierarchical linear models were used to account for nesting of question within child within classroom. Regression models were used to examine the power of motor predictors in predicting Spanish and English language performance. Results: Results from study 1 indicated that the intervention was most effective for narrative (vs. expository) texts and easy (vs. more difficult) texts. Dual language learners (DLLs) with lower initial English reading comprehension abilities benefitted more from the intervention than those with stronger reading skills. Results from Study 2 indicated that oral fine motor abilities predicted Spanish (but not English) oral language abilities in the expected direction (i.e. faster performance associated with higher language scores). The speed of /pata/ productions predicted reading comprehension during the intervention, but not in the expected direction (i.e. slower speeds associated with higher accuracy). Manual fine motor performance on tapping tasks was not related to language or reading. Conclusions: The EMBRACE intervention has promise for use with at-risk DLLs. Future research should take care to match text difficulty with child skills so as to maximize benefit from the intervention. Oral fine motor abilities were related to language abilities in DLLs, but only for the native language. Slower oral fine motor performance predicted higher accuracy on intervention questions, suggesting that EMBRACE may be particularly effective for children with weak fine motor skills. / Dissertation/Thesis / Doctoral Dissertation Speech and Hearing Science 2017

This dissertation was carried out in the Postgraduate Program in Education, in the Research Line of Special Education of the Education Center at the Federal University of Santa Maria. It has involved an exercise of problematization developed from the following guiding question: how do the curriculum discourses of the deaf school operate in relation to the Bilingual Education Policy? Hence, the objectives of this study are both to analyze the way in which the discourses have produced curriculum practices in deaf schools, and to problematize the curriculum practices of the deaf school in relation to the Bilingual Education Policy. In order to carry out the problematization and achieve my objectives, firstly, I considered materials formulated by both the Ministry of Education (MEC) of Brazil and the Brazilian deaf community to analyze the discourses about Deaf Education spread in such materials. Secondly, I analyzed the Pedagogical-Political Project of a deaf school in Santa Maria, as well as interviews with teachers of that school and observations of the school routine, which were recorded in a field journal. To carry out this theoretical-methodological task, I have used Cultural Studies in Education, Deaf Studies and some notions of Michel Foucault’s thought, more especifically, the notions of discourse and power/knowledge relations. By working on the first research objective, I was able to notice a kind of mismatch or disparity between those discourses, and a permanent negotiation between the Brazilian deaf community and the proposals of the Ministry of Education – a negotiation that sometimes is productive and ends up producing gains to deaf subjects, such as the officialization of the Libras Act by means of Decree 5626/2005. Regarding my second objective, I realized that the investigated school focuses its practices on Sign Language teaching and learning, and this language is almost the only means of communication in the school setting. I have also evidenced the permanent presence of the deaf community, as if the school were the place of community strengthening. Furthermore, I have concluded that the investigated school attempts to work with its curriculum in accordance with the bilingual policy, by investing in both Sign Language and a curriculum with specific discplines, addressing issues related to deaf culture, history and identity. / Esta Dissertação, desenvolvida no Programa de Pós-Graduação em Educação, na Linha de Pesquisa de Educação Especial do Centro de Educação da Universidade Federal de Santa Maria, trata de um exercício de problematização empreendido a partir da questão orientadora deste trabalho, qual seja: como os discursos curriculares de uma escola de surdos do Rio Grande do Sul movimentam-se em relação à Política de Educação Bilíngue? Para tanto, este estudo tem como objetivos: analisar como os discursos produzem as práticas curriculares das escolas de surdos e problematizar as práticas curriculares de uma escola de surdos do Rio Grande do Sul em relação à Política de Educação Bilíngue. Para movimentar minha problematização e meus objetivos, num primeiro momento, considerei materiais elaborados tanto pelo Ministério da Educação (MEC) do Brasil quanto pela comunidade surda brasileira, para analisar os discursos sobre a Educação de Surdos que neles circulam. O segundo momento de pesquisa foi constituído pela análise do Projeto Político-Pedagógico de uma escola de surdos do Rio Grande do Sul, bem como por entrevistas com professores dessa escola e observações do cotidiano escolar, registradas em forma de diário de campo. Para dar conta desse empreendimento téorico-metodológico, utilizo-me dos Estudos Culturais em Educação, Estudos Surdos e algumas noções do pensamento de Michel Foucault, mais especificamente, o discurso e as relações de saber/poder. Movimentando o primeiro objetivo da pesquisa, pude concluir a evidência de um desencaixe, um descompasso entre esses discursos e uma permanente negociação entre a comunidade surda brasileira e o disposto pelo Ministério de Educação – negociação essa que, por vezes, é produtiva e acaba trazendo conquistas para os sujeitos surdos, como é o caso, por exemplo, da oficialização da Lei de Libras mediante o Decreto 5626/2005. Em relação ao meu segundo objetivo, percebi que a escola investigada centra suas práticas no ensino e apredizado da Língua de Sinais, sendo esta língua, praticamente, o único meio de comunicação dentro do espaço escolar. Também evidencio a presença permanente da comunidade surda, como se a escola fosse o local de fortalecimento dessa comunidade. Pude concluir que a escola investigada procura movimentar seu currículo de acordo com a política bilíngue, investindo na Língua de Sinais e em um currículo com disciplinas específicas, com questões sobre cultura, história e identidade surda.

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-10-07T13:57:07Z No. of bitstreams: 1 TeseRESQ.pdf: 2809009 bytes, checksum: 84096535717ff26d10ce022574f73f0d (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:33:58Z (GMT) No. of bitstreams: 1 TeseRESQ.pdf: 2809009 bytes, checksum: 84096535717ff26d10ce022574f73f0d (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:34:05Z (GMT) No. of bitstreams: 1 TeseRESQ.pdf: 2809009 bytes, checksum: 84096535717ff26d10ce022574f73f0d (MD5) / Made available in DSpace on 2016-10-20T19:34:12Z (GMT). No. of bitstreams: 1 TeseRESQ.pdf: 2809009 bytes, checksum: 84096535717ff26d10ce022574f73f0d (MD5) Previous issue date: 2015-08-07 / Não recebi financiamento / Deaf education, the object of this research, stands today as a field of study that leads to the reflection of school spaces, especially regarding to its form of organization and pedagogical practices in action. Under the scope of Special Education policies, the proposition of the Ministry of Education for deaf education fits into the paradigm of inclusive education, which comprises the common mainstream education as a privileged locus of insertion. On the other hand, which does not necessarily mean the other way, the education of deaf should be discussed in a bilingual proposition, considering the linguistic singularities of deaf people. In the tensions, limits and possibilities between these two educational proposals (inclusive education and bilingual education) lies this work, which aimed to highlight the proposal for deaf education in the state of Mato Grosso do Sul in order to identify its lineation in a polo school for deaf people focusing on bilingual education in the context of inclusive education. The particularity of this research is the experiences of a school reality that addresses itself as bilingual. To achieve the perceptions about this school, as methodological procedures, the analysis of national and state documents comprising the Special Education policy and speeches, through interviews managers, teachers, educational interpreters, students and deaf instructor were used. The data were interpreted, considering the historical-cultural approach, from two main categories: language and enunciation, understood through studies of Vygotsky and Bakhtin. To do so, they were organized through sub-themes that permeate discussions of inclusive education (organization of the Special Education services, socialization and schooling) and bilingual education (bilingual condition of deaf students, school practices of the common classroom and training of the professionals of education). The school searched was not fully inclusive, with many problems in this direction, and neither bilingual at all, since the sign language does not occupy central place in school activities. Fundamentally, it was identified the absence of a collective project involving professionals in the school assistance for deaf students – each professional does what s/he can and how s/he can. In conclusion, the debate on educational proposals that are meaningful for the deaf leads to a (dis)structuring of school spaces toward a proposition that contemplates primarily the sign language. The intersection between inclusive education and bilingual education enables a rethinking of the school aiming its transformation. If the school is bilingual, centralizing sign language in all routes and processes, deaf students are more likely to participate and learn approaching them, in fact, to the assumptions of inclusive education. / A educação de surdos, objeto desta pesquisa, se coloca na atualidade como um campo de estudos que remete à reflexão dos espaços escolares, especialmente no que diz respeito à sua forma de organização e às práticas pedagógicas em ação. No âmbito das políticas de Educação Especial, a proposição do Ministério da Educação para a educação de surdos se insere no paradigma da educação inclusiva, que compreende o ensino regular comum como locus privilegiado de inserção. Por outro lado, o que não significa necessariamente em outra direção, a educação de surdos deve ser debatida em uma proposição bilíngue, considerando as singularidades linguísticas dos sujeitos surdos. Nas tensões, limites e possibilidades entre essas duas propostas educacionais (educação inclusiva e educação bilíngue) situa-se este trabalho, que teve como objetivo principal evidenciar a proposta de educação para surdos no estado de Mato Grosso do Sul a fim de identificar seu delineamento em uma escola polo para surdos focando a educação bilíngue no contexto da educação inclusiva. A particularidade da pesquisa está nas experiências de uma realidade escolar, que se auto intitula bilíngue. Para alcançar as percepções a respeito desta escola utilizou-se, como procedimentos metodológicos, a análise de documentos nacionais e estaduais que compõem a política de Educação Especial e os discursos, por meio de entrevistas de gestores, professores, intérpretes educacionais, alunos e instrutor surdo. Os dados foram interpretados considerando a abordagem histórico-cultural, a partir de duas categorias principais: língua e enunciação, compreendidas por meio dos estudos de Vigotsky e Bakthin. Para tanto, foram organizados através de subtemas que permeiam as discussões da educação inclusiva (organização dos serviços da Educação Especial, socialização e escolarização) e da educação bilíngue (condição bilíngue dos alunos surdos, práticas escolares da sala de aula comum e formação dos profissionais da educação). A escola pesquisada não se mostrou plenamente inclusiva, tendo vários problemas nesta direção, nem plenamente bilíngue, já que a Língua de Sinais não ocupa lugar central nas atividades escolares. Fundamentalmente, identificou-se a ausência de um projeto coletivo que envolva todos os profissionais no atendimento escolar dos alunos surdos – cada profissional faz o que pode e como pode. Conclui-se que a reflexão sobre propostas educacionais que sejam significativas para surdos levam a uma (des)estruturação dos espaços escolares em direção a uma proposição que contemple, prioritariamente, a Língua de Sinais. A intersecção entre a educação inclusiva e a educação bilíngue possibilita um repensar da escola visando sua transformação. Se a escola for bilíngue, centralizando a Língua de Sinais em todos os percursos e processos, os alunos surdos têm mais possibilidades de participar e aprender aproximando-os, de fato, dos pressupostos da educação inclusiva.

O objeto desta tese é um conjunto de diretrizes para projeto de recursos educacionais digitais, voltados para educação bilíngue de surdos. O público alvo primário deste trabalho, no entanto, não são os estudantes surdos, nem mesmo seus professores. O público alvo são designers: os profissionais que irão usar as diretrizes para projetar (e desenvolver) recursos educacionais para serem usados pelos estudantes surdos (e seus professores). A importância deste trabalho se deve ao fato que a maior parte dos designers não tem conhecimento científico ou empírico sobre o contexto e as necessidades dos estudantes surdos, tampouco reconhecem o bilinguismo como uma necessidade comunicacional e educacional. Utilizou-se um método chamado Mapas de Conceito, de Trochim (1989), que consistiu nas etapas: a) Preparação – coleta de fontes bibliográficas e entrevistas com professores; b) Compilação – onde o conjunto de diretrizes foi consolidado, gerando uma listagem com 185 diretrizes, sendo 75 oriundas de fontes bibliográficas e 110 de entrevistas com professores, as quais após análise, foram reduzidas para 50; c) Estruturação - etapa em que um grupo de 13 professores avaliou e agrupou as diretrizes, o que resultou num conjunto de 33; d) Representação – agrupamento das 33 diretrizes por meio das técnicas exploratórias Escala Multi Dimensional e Análise Hierárquica de Cluster; e)Elaboração do conjunto final. O conjunto de diretrizes sintetiza conhecimentos de diferentes áreas de difícil acesso ao designer. Acredita-se que a disponibilização das diretrizes compiladas nesta pesquisa possa auxiliá-los a produzir recursos educacionais bilíngues. / The purpose of this thesis is to propose a set of guidelines for the design of digital educational resources, aimed at bilingual education of the deaf. The primary target audience for this work, however, are not deaf students, not even their teachers. The target audience are designers: professionals who will use the guidelines to design (and develop) educational resources for use by deaf students (and their teachers). The importance of this work is due to the fact that most designers do not have scientific or empirical knowledge about the context and needs of deaf students, nor do they recognize bilingualism as a communicational and educational need. We used a method called Concept Maps (TROCHIM, 1989), which consisted of the following steps: a) Preparation - collection of bibliographic sources and interviews with teachers; b) Compilation - where the set of guidelines was consolidated, generating a listing with 185 guidelines, of which 75 were from bibliographic sources and 110 from interviews with teachers, which, after analysis, were reduced to 50; c) Structuring - stage in which a group of 13 teachers evaluated and grouped the guidelines, which resulted in a set of 33; d) Representation - grouping of the 33 guidelines through exploratory techniques Multi-Dimensional Scale and Hierarchical Cluster Analysis; e) Preparation of the final set. The set of guidelines synthesizes knowledge of different areas of difficult access to the designer. It is believed that the provision of the guidelines compiled in this research can help them to produce bilingual educational resources.

Esta pesquisa está inserida no campo dos Estudos Surdos, que marca uma “posição política e epistemológica” (LOPES, 2007) da surdez como uma diferença, entendendo os surdos como uma minoria linguística e cultural. A educação bilíngue para surdos constitui-se objeto desta investigação, a qual, após a Política de Educação Especial na Perspectiva da Educação Inclusiva (2008), passa a ser a maior pauta de reivindicações do movimento surdo. O problema de pesquisa deste trabalho está assim construído: como diferentes discursos acerca da educação bilíngue para surdos constituem modos específicos de se pensar a escolarização desses sujeitos no cenário brasileiro? De modo geral, objetiva-se analisar discursos que produzem e colocam em funcionamento a educação bilíngue para surdos no cenário educacional brasileiro. Como objetivos específicos propõem-se: 1) identificar enunciados que constituem os discursos produzidos nos documentos selecionados; 2) verificar como se dão as relações de poder-saber nesses discursos; 3) problematizar como esses discursos produzem a educação bilíngue. Para isso, me inspiro em Michel Foucault (2006, 2008, 2010, 2012, 2013), olhando para os discursos entendidos como práticas que produzem os objetos sobre os quais fala. O material empírico desta dissertação é constituído de dez documentos, que foram elaborados pelo movimento surdo, representado pela Federação Nacional de Educação e Integração dos Surdos (FENEIS), ou pelo Ministério da Educação (MEC). Esses documentos são compreendidos como práticas que produzem a educação de surdos e, ao mesmo tempo, são constituídos por essas práticas. As noções de saber e poder também se tornam produtivas, pois, nos discursos, há tensionamentos imbricados em relações de saber-poder, que produzem verdades sobre a educação bilíngue. As análises, sobretudo as recorrências observadas, possibilitam construir duas unidades temáticas. Na primeira, verifica-se a utilização de documentos nacionais e internacionais, além de pesquisas acadêmicas e estatísticas, para produzir efeitos de verdade nos discursos. Existem recorrências e silenciamentos na produção dessas verdades, pois se tratam de discursos decorrentes de “princípios político-ideológicos distintos” (LODI, 2013). Na segunda unidade temática, observa-se uma polarização no que diz respeito à educação de surdos, pois são produzidos diferentes sentidos atribuídos à educação bilíngue. Os discursos que circulam no MEC compreendem a surdez como uma deficiência e apontam a educação inclusiva como um direito inalienável. Nesse caso, o surdo estaria incluído na escola comum através de Atendimento Educacional Especializado (AEE) no contraturno, tendo a presença de intérprete de língua de sinais em sala de aula; assim como a língua de sinais é compreendida como um recurso de acessibilidade, já que o surdo não institui uma cultura. Já os discursos que circulam nos documentos produzidos pela FENEIS e por representantes do movimento surdo, a partir do entendimento da surdez como uma diferença linguística e cultural, apontam a necessidade de haver um ambiente linguístico adequado para que os surdos possam ter acesso à educação, o que não é possibilitado nas escolas comuns. A educação bilíngue é, portanto, pensada em espaços diferentes: na escola comum e na escola bilíngue. / This research is part of the field of Deaf Studies, which marks a "political and epistemological position" (Lopes, 2007) of deafness as a difference, understanding the deaf as a linguistic and cultural minority. The bilingual education for deaf is the object of this investigation, which, after the Special Education Policy in the Perspective of Inclusive Education (2008), becomes the greater agenda of the deaf movement . The research problem of this study is thus constructed: how different discourses about bilingual education for deaf are specific ways of thinking about the education of these subjects in the Brazilian scenario? In general, the objective is to analyze discourses that produce and put into operation the bilingual education for the deaf in the Brazilian educational scenario. The specific objectives are proposed: 1) To identify and extract excerpts that constitute the discourses produced in the selected documents; 2) see how they give the relations of power-knowledge in these discourses; 3) discuss how these discourses produce bilingual education. For this, I am inspired by Michel Foucault (2006, 2008, 2010, 2012, 2013), looking at the discourses understood as practices that produce the objects upon which they speak about. The empirical material of this thesis consists of ten documents, which were prepared by the deaf movement, represented by the National Federation of Education and Integration of the Deaf (FENEIS), or the Ministry of Education (MEC). These documents are understood as practices that produce deaf education and at the same time, are made up of these practices. The notions of knowledge and power also become productive because, in the speeches, there are tensions interwoven in relations of power-knowledge, producing truths about bilingual education. The analyses, especially the recurrences observed, enable build two thematic units. First, there is the use of national and international documents, as well as academic research and statistics to produce real effects in the speeches. There are recurrences and silences in the production of these truths, since these are discourses due to "different political and ideological principles" (LODI, 2013). The second thematic unit, there is a bias with respect to the education of the deaf, as are produced different meanings attributed to bilingual education. The discourses circulating in the MEC include deafness as a disability and point inclusive education as an inalienable right. Thus, the deaf would be included in regular schools through Educational Service Specialist (ESA) , and the presence of sign language interpreter in the classroom; as well as sign language is understood as an accessibility feature, since the deaf does not establish a culture. Now, the discourses that circulate in the documents produced by FENEIS and representatives of the deaf movement, based on the understanding of deafness as a linguistic and cultural difference, point the need for an appropriate linguistic environment for the deaf to have access to education, which is not allowed in public schools. The bilingual education is thus designed in different spaces: in regular schools and bilingual schools.

Moving between two worlds: integrating interculturality in bilingual educationprograms in Cusco, PeruMany indigenous children in Peru are disadvantaged from birth, a situation which is exacerbated by the many deficiencies in the provision of educational services to rural communities. The Ministry of Education and non-governmental organizations are working together with teachers and community members to implement programs whose goal is a truly intercultural bilingual education. This study presents theresults of a research project which compared two rural schools: one follows the state curriculum; the other, more promisingly, works at the community level with the aim of preparing the children to move with confidence between the two worlds which make up the Peru of today. The study shows promising results in the experimental school in the use both of Spanish and of Quechua by the students. / Muchos niños indígenas del Perú viven en desventaja desde su nacimiento, con notables insuficiencias en la provisión de servicios de educación para las comunidades rurales. El Ministerio de Educación y grupos no gubernamentales están trabajando con maestros y miembros de comunidades rurales para implementarprogramas que se aproximan más a la visión de una educación intercultural y bilingüe. Este trabajo presenta los resultados de un proyecto de investigación que comparó dos escuelas rurales: una sigue el programa educativo estatal; la otra, más prometedora, funciona en el nivel comunitario con la meta de preparar a los niños y niñas a movilizarse con confianza entre los dos mundos que forman el Perú de hoy. El estudio muestra resultados prometedores en la escuela experimental, tanto en el manejo del castellano como del quechua de los estudiantes.

abstract: Unauthorized immigrants account for approximately one fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Caught in the middle are the children of these immigrants--youth who are coming of age and living in the shadows; they are an invisible cohort. An estimated 5.5 million children and adolescents are growing up with unauthorized immigrant parents, and are experiencing multiple, and yet unrecognized developmental consequences of their families' existence in the shadow of the law. Although these youth are American in spirit and voice, they are, nonetheless, members of families that are "illegal" in the eyes of the law. Many children have been exiled to México; these are the children living in the shadows of Mexican diaspora, Los Retornos. This phenomenological study developed a conceptual framework to examine the effects in which being an exiled United States citizen living in Morelia, Michoacán, affected these many children and adolescents. Bourdieu's (1977) theoretical framework is used in this study and is based on his social, cultural capital concept; the assumption is that Los Retornos carry valuable sociocultural, bilingual and monoliterate capital that is endangered, unrecognized, replaceable, and not used to the best interest of students in schools. This study made use of this framework to answer the following questions: 1. How do Retorno families (nuclear and extended) develop the self-efficacy needed to preserve the social and cultural capital they bring with them to Michoacán? 2. How are communities and identity forms imagined and created in the context of this new migration shift? 3. How are Los Retornos responding to the involuntary shift (N=7) from the U.S to Michoacán? 4. How are teachers adjusting their classroom practices and curriculum to meet the academic needs of Los Retornos? The purpose of this qualitative phenomenological study is to improve understanding of Los Retornos. This phenomenological case study is focused on identifying experiences Los Retornos encounter in their schools and family lives through their personal migration experience to illuminate how best to help them preserve the social and cultural, capital they bring with them. The findings from this study may assist educators and policy makers in developing interventions and policies that meet the needs of this cohort. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2013

Quando, em 1975, Moçambique se tornou independente de Portugal, adotou o português como língua oficial, num contexto multilíngue. Na educação formal, o português era a única língua de ensino, apesar de a maioria das crianças tê-lo como língua segunda. A partir da década de 2000, o País instituiu o ensino bilíngue: português e algumas línguas nativas uma das quais é o emakhuwa. Contudo, no processo de ensino-aprendizagem do português, particularmnte em seu modo de enunciação escrito, tende-se a desconsiderar a heterogeneidade dessa língua; e a heterogeneidade entre essa língua e as línguas nativas particularmente o emakhuwa; e, ainda, a heterogeneidade da própria escrita. Entretanto, partindo de textos (escritos), produzidos por alunos de duas escolas do ensino bilíngue (português-emakhuwa), foi possível constatar representações linguístico-discursivas que sugerem o modo singular de constituição dessa heterogeneidade. Assim, o presente estudo questiona: a) como se manifesta essa heterogeneidade nas formas linguísticas e nos fatos discursivos; b) como ela é representada na escrita do português no ensino bilíngue?; c) que propostas didáticas para a representação linguístico-discursiva da língua, das línguas e da escrita no ensino bilíngue (português-emakhuwa)? De modo geral, objetiva-se: a) investigar como os diferentes fatores linguístico-discursivos concorrem para a representação da língua, das línguas e da escrita no ensino bilíngue; e b) mostrar como a abordagem da língua, das línguas e da escrita no ensino bilíngue deve priorizar e tratar de forma crítica a heterogeneidade (da língua, entre as línguas e da escrita) de modo a melhorar o ensino-aprendizagem das línguas, em geral, e do português, em particular, no modo de enunciação escrito. Especificamente, objetiva-se: a) descrever a heterogeneidade entre o português e as línguas nativas (particularmente o emakhuwa) na escrita do português; b) sistematizar a representação escrita na heterogeneidade entre o português e o emakhuwa; c) fornecer aos professores do ensino bilíngue (particularmente do ensino bilíngue português-emakhuwa) subsídios didáticos no tratamento da representação das formas linguísticas e dos fatos discursivos em sala de aula. Os resultados confirmam as seguintes hipóteses: a) a heterogeneidade linguística em Moçambique se manifesta como constitutiva na relação português-línguas nativas; b) na heterogeneidade entre o português e o emakhuwa, é, essencialmente, em emakhuwa o lugar de enunciação dos alunos, inclusive no tocante à representação escrita. O estudo se baseia nas teorias da variação linguística (LABOV, 1972), do dialogismo (BAKHTIN, 1992) e da heterogeneidade da escrita (nos moldes defendidos por Corrêa (2004)). Da análise feita (na escrita do português), constata-se: a) a circulação dialógica do aluno i) da matriz fonológica e morfossintática do emakhuwa para o português, ii) da fala do emakhuwa para a escrita do português, iii) da fala do português para a escrita do português, iv) da escrita do emakhuwa para a escrita do português; b) maior valorização do português em relação às línguas nativas, em geral, e ao emakhuwa, em particularmente. / When, in 1975, Mozambique became independent of colonialism, it adopted Portuguese as its official language in a multilingual context. In formal education, Portuguese was the only language of instruction, although most children have it as a second language. From the 2000s, the country instituted bilingual education: Portuguese and some native languages - one of which is emakhuwa. However, in the teaching-learning process of Portuguese, particularly in its written enunciation mode, it tends to disregard the heterogeneity of that language; and the heterogeneity between this language and the native languages - particularly the emakhuwa; and the heterogeneity of writing itself. However, from written texts produced by students of two schools of bilingual education (Portuguese-emakhuwa), it was possible to verify linguistic-discursive representations that suggest the singular way of constitution of this heterogeneity. Thus, the present study questions: a) how this heterogeneity manifests itself in linguistic forms and in discursive facts; b) how is it represented in Portuguese writing in bilingual education ?; c) which didactic proposals for the linguistic-discursive representation of the language, the languages and the writing in the bilingual teaching (Portuguese-emakhuwa)? In general, it aims to: a) investigate how the different linguistic-discursive factors contribute to the representation of language, languages and writing in bilingual education; and b) to show how the approach to language, languages and writing in bilingual education should prioritize and critically address heterogeneity (of language, between languages, and of writing) in order to improve language teaching and learning in general , and Portuguese, in particular, in the written enunciation mode. Specifically, I aim to: a) describe the heterogeneity between Portuguese and native languages (particularly of the bilingual education) in Portuguese writing; b) systematize the written representation in the heterogeneity between Portuguese and emakhuwa; c) to provide teachers of bilingual education (particularly Portuguese-emakhuwa bilingual education) with teaching subsidies in the treatment of the representation of linguistic forms and discursive facts in the classroom. The results confirm the following hypotheses: a) the linguistic heterogeneity in Mozambique manifests itself as constitutive in the Portuguese-native languages relation; b) in the heterogeneity between the Portuguese and the emakhuwa, it is essentially in emakhuwa the place of enunciation of the students, including in relation to the written representation. The study is based on theories of linguistic variation (LABOV, 1972), dialogism (BAKHTIN, 1992) and the heterogeneity of writing (in the forms defended by Corrêa (2004)). From the analysis made (in Portuguese), it was possible to observe: a) the dialogical circulation of the student i) from the phonological and morphosyntactic matrix of emakhuwa to Portuguese, ii) from the speech of emakhuwa to Portuguese writing, iii) from the speech of Portuguese for writing in Portuguese, iv) from the speech of emakhuwa writing for writing in Portuguese; b) greater appreciation of Portuguese in relation to native languages in general, and emakhuwa in particular.