A BNCC e os processos de alfabetização de surdos: aproximações ou distanciamentos do projeto de inclusão?

Abstract

This qualitative research developed a bibliographic study with a focus on documentary research, to search the content that composes the curricular standards, known as the Base Nacional Comum Curricular (BNCC), concerning the literacy process of deaf children. The main objective was to identify the theoretical and methodological references that guide the literacy process in the BNCC and contemplate the educational specificities for the literacy of deaf students. Therefore, it was of interest to know whether, in the document, there is mention of deafness, the deaf children and their educational specificities and, if so, how are the specificities of deaf children in the literacy process considered in the BNCC and on what theoretical and methodological bases is it supported? To find answers to the intended searches, it was necessary to know the BNCC document, its context, and its proposal, as it is configured in the object of this research. The research was organized into items and sub-items and, as a theoretical basis, was supported by scholars in the field of deafness and linguistic policies such as Karnopp, 1999; Lacerda; Marins, 2021; Lodi, 2004;2005, Witchs, 2021, among others and educational policies and legal documents, BRASIL, 2005; 2008; 2018. The research concludes, highlighting that the BNCC does not consider the deaf student in their linguistic and cultural specificities; the Brazilian Sign Language (Libras) is only mentioned in the field of languages and the theoretical and methodological option approaches experimental psychology, adopting the synthetic phonics as a means of learning and developing children in the literacy phase. If there is no place for everyone at school, we ask: who are “all of them” in the BNCC?