Educação bilingue para pessoas surdas em Moçambique

Abstract

In this thesis we examine the bilingual teaching methods where teaching is conducted in Portuguese in written form and in the mozambican sign language (MSL). We defined as objectives to describe the different teaching methods used for the deaf children education; examine the models and types of BE programmes suitable for deaf children in the world and in Mozambique in particular; the legal framework that govern deaf children formal education in the world in general and in Mozambique; characterize the teachers, education managers and sociocultural actors perception about the teaching methods adapted for deaf children education in the mozambican context, and to reflect on the impact of bilingual education on the deaf children social lives. The theoretical framework of this research is based on socio-cultural theory (VYGOTSKY, 1997) and developed from a socio-anthropological perspective (VALENTE, CORREIA e DIAS, 2005). To achieve the aims of this research, we adopted a qualitative and ethnographic research (FORTIN, 1999; FLICK, 2013, AMADO, 2014), which included interpretative documentary analysis of legal documents, and a field research, in which we collected data from the deaf children observation in the family and community context. The research results allowed us to conclude that the BE methods adapted to the mozambican context is ineffective because it was designed in compliance with hearer BE principles; not all models and types of BE programmes seems to be appropriate for deaf children learning; many children are not fully enjoying their rights to education, to inclusive education and to the education in their mother tongue (L1)