RESUMO

RESUMO: Este trabalho parte de uma aproximação entre estudos realizados no Brasil e em Portugal, cenários em que as lutas pelo reconhecimento das pessoas surdas como participantes de uma comunidade linguística minorizada vêm pautando as discussões em defesa de uma escola bilíngue. Olha-se para os dois contextos a partir do entendimento da escola como lugar do encontro com a diferença, dando atenção no que se aproximam e, também, nas suas singularidades, dadas suas condições históricas, políticas e sociais. Realizaram-se interlocuções entre os movimentos de resistência pela manutenção dos espaços "Escola" - Escolas de Surdos (Brasil) e Escolas de Referência para Educação Bilíngue de Alunos Surdos - EREBAS (Portugal) - como também aproximação aos discursos de estudantes surdos, com o objetivo de olhar as potencialidades desses espaços possibilitarem experiências de ser Escola. Os estudantes — sujeitos da experiência — perceberam que a identificação linguística proporcionada pela Escola de Surdos/ EREBAS está relacionada ao acesso ao conhecimento, que vem sendo negado — ou não garantido — nos espaços da "escola inclusiva". A defesa desses espaços precisa estar atrelada à busca de um lugar que dê significado às coisas do mundo, que abra o mundo e possibilite experiências que só acontecem nesses espaços de encontro com a diferença.

ABSTRACT: This work starts from an approximation between studies carried out in Brazil and Portugal, scenarios in which the fights for recognition of deaf people as participants of a minoritized linguistic community has been the topic of discussions defending a bilingual school. Both contexts are seen from the understanding of school as a place to meet with the difference, with an attentive look into what approximates them and also their singularities, given their historical, political, and social conditions. Interlocutions were held between resistance movements for the maintenance of "School" spaces - Schools for the Deaf (Brazil) and Reference Schools for Bilingual Education for Deaf Students - EREBAS (Portugal) -, as well as the approximation approaching the speeches of deaf students, with the aim of looking at the potentiality of these spaces to enable experiences of being a School. The students - subjects of experience - noticed that the linguistic identification offered by the School for the Deaf/EREBAS is related to access to knowledge, which has been denied - or not guaranteed - in the spaces of the "inclusive school". The defense of these spaces needs to be linked to the search for a place that gives meaning to the things in the world, that opens up the world and enables experiences that only happen in these spaces of encounter with difference.

RESUMO

OBJECTIVE: To assess the association between language proficiency and absolute dominance on language versus visual-perceptual formatted and executive versus delayed memory neuropsychological measures in bilingual adults. METHODS: Data from 55 bilingual, conversationally fluent, neurologically intact, Mexican American, consecutive, adults tested in separate sessions in Spanish and English in a counterbalanced order were analyzed. Age, years of education, self-reported language proficiency, Woodcock-Muñoz Language Survey-Revised (WMLS-R) picture vocabulary measures of language proficiency, and dominance (absolute Spanish-English WMLS-R difference scores) were correlated with 11 measures from La Batería Neuropsicólogica en Español and its original English language tests. RESULTS: Self-reported and WMLS-R measures of language proficiency were significantly correlated in each language. Absolute language dominance was not significantly associated with any Spanish or English neuropsychological raw score. The WMLS-R language proficiency, but not age or years of education, was significantly correlated with language-formatted neuropsychological measures of California Verbal Learning Test delayed free recall number of words (both languages), letter fluency (both languages), delayed story memory (in English), and Stroop interference (Spanish). Linear regression models using age, years of education, and WMLS-R picture vocabulary scores as predictors were significant for all these measures excepting the last. The WMLS-R language proficiency was not significantly associated with raw scores on any visual-perceptual formatted measure. CONCLUSIONS: Monolingual neuropsychological test norms for language-formatted tests likely overestimate bilingual Mexican Americans' performance.

RESUMO

La enseñanza del idioma inglés se ha convertido en una necesidad dentro de la educación superior en Ecuador; la demanda de comunicación intercultural y bilingüe hace que se considere como imprescindible que los futuros profesionales adquieran destrezas y habilidades que le permitan un adecuado manejo del idioma inglés, para lo cual es necesario mantener una estructura de aprendizaje adecuada. El objetivo de esta investigación es caracterizar la enseñanza de idioma inglés en la Escuela Superior Politécnica de Chimborazo. Existe un programa general de enseñanza del idioma inglés en todas las facultades y carreras de la alta casa de estudio. Se identifica que, a pesar de existir una estructura adecuada, donde se prioriza la enseñanza del idioma en varios semestres y que existe como reglamento la necesidad de suficiencia en inglés para titularse, es insuficiente la realización de actividades prácticas fueras del escenario áulico; existe necesidad de mejorar la infraestructura dedicada a la enseñanza del idioma inglés. Los recursos humanos disponibles son suficientes y presentan un elevado nivel de preparación, lo que garantiza la calidad de la enseñanza. Además, Se concluye que se hacen esfuerzos para lograr la suficiencia en inglés y la preparación bilingüe en los futuros profesionales. Sin embargo, existe necesidad de mejorar la infraestructura y de potenciar actividades extracurriculares que consoliden la adquisición de habilidades y destrezas en el manejo del idioma inglés.

The teaching of the English language has become a necessity within higher education in Ecuador; The demand for intercultural and bilingual communication makes it essential for future professionals to acquire skills and abilities that allow them to have an adequate command of the English language, for which it is necessary to maintain an adequate learning structure. The objective of this research is to characterize the teaching of the English language at the Higher Polytechnic School of Chimborazo. There is a general program of teaching the English language in all the faculties and careers of the high house of study. It is identified that, despite the existence of an adequate structure, where the teaching of the language is prioritized in several semesters and that there is a regulation of the need for proficiency in English to graduate, it is insufficient to carry out practical activities outside the classroom setting; there is a need to improve the infrastructure dedicated to teaching the English language. The available human resources are sufficient and present a high level of preparation, which guarantees the quality of teaching. In addition, it is concluded that efforts are made to achieve proficiency in English and bilingual preparation in future health professionals who are trained in this health home. However, there is a need to improve the infrastructure and promote extracurricular activities that consolidate the acquisition of skills and abilities in the management of the English language.

RESUMO

Although cancer is the leading cause of death among Mexican-Americans, few community-based programs target obesity reduction as a way to reduce the prevalence of obesity-related cancer in underserved populations. Evidence suggests that obesity correlates with 13 types of cancer. The objective is to provide an overview of evaluation and selection of evidence-based content; details of the implementation process; modifications needed to tailor education programs to specific needs of different target audiences; and demonstrate challenges of implementing a community-based prevention program intended to reduce cancer incidence and mortality in Mexican-Americans. We used the Social Cognitive Theory (SCT) to develop a 10-topic menu of educational classes using elements of multiple evidence-based curricula. Outcome measures for physical activity and nutrition were determined using the International Physical Activity Questionnaire (IPAQ) and the Dietary Screener Questionnaire (DSQ). Weight status was determined using weight, body fat, and body mass index (BMI). To date, 2845 adults received wellness education from our program. Multiple delivery models were used to reach a larger audience; they included a 4-week model, 5-week model, employer model, low-income housing, 1- and 2-h sessions, and clinic encounters. Individuals were given education at multiple community locations including senior centers (14%), churches (0.6%), employers (17.6%), low-income housing (8.2%), community centers (16.6%), clinics (11.5%), and schools (32.5%). Our study indicates that our delivery model is feasible and can disseminate evidence-based obesity education. Further investigation is necessary to assess long-term behavioral change and to assess the most effective model for delivery.

Assuntos

RESUMO

Due to the lack of normative data about bilingual speech development and limited availability of diagnostic tools optimised for this population, bilingual children under consideration for speech-language services are at an elevated risk of misdiagnosis. In the absence of validated assessment tools, speech-language pathologists may use measures of accuracy and variability of speech production to diagnose suspected speech sound disorders in bilingual children. Research in general motor development suggests that variability and accuracy may trade off in the course of maturation, whereby movement variability spikes before the transition to a more mature stage of motor control. Such variability-accuracy tradeoffs have been described in monolingual speech development but are understudied in bilingual populations, where cross-linguistic transfer occurs. This study aimed to examine variability, accuracy, and cross-linguistic transfer in the speech of 20 bilingual children speaking Jamaican Creole and English. We hypothesised that children who showed higher accuracy in their productions would also exhibit more variable speech, indicating a variability-accuracy tradeoff. The Word Inconsistency Assessment from the Diagnostic Evaluation of Articulation and Phonology was administered to measure accuracy and variability in the English context, where misdiagnosis is likely to occur. Contrary to our hypothesis, we observed that individuals with higher accuracy tended to be less variable in their productions. Future research should examine longitudinal trajectories of accuracy and variability and consider a more culturally-appropriate definition of 'accuracy' in documenting bilingual speech sound development.

Assuntos

RESUMO

RESUMO O contato inicial com uma língua acessível ocorre, para os estudantes surdos brasileiros, frequentemente no ambiente escolar, ao entrar em contato com outras crianças surdas e com interlocutores adultos fluentes em Língua Brasileira de Sinais (Libras). Esse acesso tardio pode ocasionar um certo atraso na aquisição e no desenvolvimento da linguagem. Assim, a educação bilíngue de surdos coloca os professores frente ao desafio de como avaliar a Libras no contexto escolar. Diante das propostas educacionais, ainda há poucos instrumentos que contribuam para avaliar os conhecimentos em Libras dos estudantes surdos. Portanto, o objetivo deste estudo é, por meio de um instrumento ilustrado de investigação de narrativas sinalizadas, contribuir com a avaliação da Libras e com o trabalho pedagógico de professores que atuam na educação bilíngue de surdos. O instrumento de avaliação de textos narrativos mostra-se bastante sensível para detectar o desenvolvimento linguístico dos discursos narrativos sinalizados, contribuindo intrinsicamente para a observação de funções/necessidades comunicativas.

ABSTRACT The initial contact with an accessible language occurs, for Brazilian deaf students, often in the school environment, when they encounter other deaf children and with adult interlocutors who are fluent in Brazilian Sign Language (LIBRAS). This late access can cause a certain delay in language acquisition and development. Thus, bilingual education for the deaf place's teachers in the face of the challenge of how to evaluate LIBRAS in the school context. In view of the educational proposals, there are still few instruments that contribute to assessing deaf students' knowledge in LIBRAS. Therefore, the objective of this study is, through an illustrated instrument for investigating signaled narratives, to contribute to the evaluation of LIBRAS and to the pedagogical work of teachers who work in bilingual education for the deaf. The instrument for evaluating narrative texts proves to be quite sensitive to detect the linguistic development of signaled narrative discourses, intrinsically contributing to the observation of communicative functions/needs.

RESUMO

La educación médica superior se enfrenta a un proceso de constantes transformaciones dada por los adelantos científico-técnicos que vienen sucediendo en el campo de la salud. Estos adelantos concluyen en un volumen gigantesco de información en forma de publicaciones científicas que reúnen información valiosa sobre nuevos avances, esquemas terapéuticos y otros elementos relacionados con la enfermedad. La academia y práctica de la medicina se orienta al uso de la medicina basada en evidencia, por lo que los docentes y estudiantes tendrán una preparación y formación con elevado rigor científico, según las exigencias del contexto médico actual. Sin embargo, uno de los mayores problemas a los que se enfrenta la docencia médica universitaria se relaciona directamente con el dominio del idioma inglés, ya que una parte importante de estos documentos se publica en ese idioma. La educación bilingüe, a pesar de estar incluida dentro del proceso docente educativo como uno de los requisitos a vencer por los estudiantes, continúa siendo un desafío para poder lograr una mayor actualización científica que resulte en una mejor preparación profesional. El objetivo de esta investigación es exponer la situación actual de la educación bilingüe en la educación médica superior y cuáles son las necesidades actuales en este sentido(AU)

Higher medical education faces a process of constant transformations given by the scientific-technical advances that have been taking place in the field of health. These advances conclude in a gigantic volume of information that is expressed in the form of scientific publications that gather valuable information on new advances, therapeutic schemes and other elements related to the disease. The academy and practice of medicine is oriented towards the use of Evidence-Based Medicine; Therefore, teachers and students will have preparation and training with a high level of scientific rigor, according to the demands of the current medical context. However, one of the biggest problems faced by university medical teaching is directly related to the command of the English language, since a significant part of these documents are published in English. Bilingual education, despite being included within the educational teaching process as one of the requirements to be met by students, is presented as a current need in order to achieve a greater scientific update that results in better professional preparation. The objective of this research is to expose the current situation of bilingual education in higher medical education and what are the current needs in this regard(AU)

Assuntos

RESUMO

RESUMO: Atender às necessidades linguísticas e de escolarização de crianças surdas impõe desafos às famílias e à escola. Assim sendo, este artigo está alicerçado nos estudos realizados em uma pesquisa de Mestrado em Educação, a qual teve por objetivo compreender como acontece a aprendizagem da língua de sinais por crianças surdas, desde os primeiros anos de vida, até a aquisição do português escrito nos anos iniciais da Educação Básica. A pesquisa caracteriza-se como qualitativa e para o seu desenvolvimento foram adotadas entrevistas narrativas com famílias de crianças surdas e professores atuantes com esses estudantes. As materialidades empíricas oriundas das entrevistas foram organizadas em agrupamentos temáticos e analisadas pela perspectiva da Análise do Discurso com base em Foucault. As narrativas dos familiares evidenciaram que as crianças surdas passam a ter acesso tardiamente à língua de sinais, somente quando frequentam a escola. Nesse espaço, os docentes seguem um currículo escolar homogêneo, com práticas escolares que são elaboradas de forma independente, sem articulação com os intérpretes ou os professores da Língua Brasileira de Sinais do Atendimento Educacional Especializado. O texto evidencia os desafos das famílias e dos docentes infuenciados pela falta de conhecimento da especificidade de comunicação de crianças surdas e da língua de sinais.

ABSTRACT: Fulfilling language and schooling needs of deaf children challenge families and school. Thus, this article is based on studies carried out in a Master's research in Education, which aimed to understand how deaf children learn sign language, from the first years of life, to the acquisition of written Portuguese in the early grades of Basic Education. The research is characterized as qualitative and for its development narrative interviews were adopted with families of deaf children and teachers working with these students. The empirical materialities arising from the interviews were organized into thematic groups and analyzed from the perspective of Discourse Analysis based on Foucault. The family members' narratives showed that deaf children have late access to sign language, only when they attend school. In this space, the teachers follow a homogeneous school syllabus, with school practices that are prepared independently, without articulation with the interpreters or teachers of Brazilian Sign Language from the Specialized Educational Service. The text highlights the challenges of families and teachers infuenced by the lack of knowledge of the specificity of communication of deaf children and sign language.

RESUMO

RESUMO: A preocupação sobre o ensino da Língua Portuguesa para surdos permeou a história com diferentes interfaces e concepções. Como uma forma de apresentar proposições sobre o tema, este artigo é um recorte do relato de pesquisa descrito na tese intitulada Análise sobre ensino de Língua Portuguesa para surdos: um estudo em dois Municípios Fluminenses (Castro, 2021), que teve como objetivo geral descrever e analisar as práticas pedagógicas bilíngues utilizadas para ensinar Língua Portuguesa para surdos, em turmas bilíngues inclusivas, no 6º ano do Ensino Fundamental II, em escolas-polo bilíngues do Rio de Janeiro e de Duque de Caxias. Os objetivos específicos foram: demonstrar práticas pedagógicas bilíngues de ensino de Língua Portuguesa para surdos realizadas em turmas bilíngues inclusivas de alunos surdos de escolas-polo dos municípios pesquisados; e destacar elementos que favorecem ou não a aprendizagem de Língua Portuguesa. A realização dessa investigação baseou-se em uma metodologia de abordagem qualitativa (Bauer & Gaskell, 2003), na matriz histórico-cultural com viés multicultural, do tipo estudo de caso (Gil, 2008). A análise dos dados foi realizada na perspectiva microgenética. Como resultado, observou-se que a forma como todos os envolvidos no processo de ensino aos alunos surdos e ouvintes medeiam o conhecimento da Língua Portuguesa, utilizando artefatos da metacognição ou da comunicação inter/multimodal por meio da Língua Brasileira de Sinais - Libras (Kelman, 2015), fazendo positivamente a diferença no ensino e na aprendizagem de todos os alunos. Enfim, considera-se que a qualidade da mediação semiótica utilizada por todos no processo ensino-aprendizagem dos surdos traz resultados positivos sobre a aprendizagem em Língua Portuguesa e sobre seu próprio desenvolvimento.

ABSTRACT: The concern about teaching Portuguese Language to the deaf has permeated history with different interfaces and conceptions. As a way of presenting propositions on the subject, this paper is a cutoff of the research report described in the thesis entitled Análise sobre ensino de Língua Portuguesa para surdos: um estudo em dois Municípios Fluminenses (Castro, 2021) [Analysis on Portuguese Language Teaching for the deaf: a study in two municipalities of Baixada Fluminense), whose main objective was to describe and analyze the bilingual pedagogical practices used to teach Portuguese language for the deaf in inclusive bilingual classes, in the 6th grade of Elementary School II, in bilingual schools of Rio de Janeiro and Duque de Caxias. The specific objectives were: to demonstrate bilingual pedagogical practices of Portuguese Language teaching for the deaf carried out in inclusive bilingual classes of deaf students from schools in the municipalities surveyed, and to highlight elements that favor or not the learning of Portuguese Language. The realization of this investigation was based on a qualitative approach methodology (Bauer & Gaskell, 2003), in the historical-cultural matrix with multicultural perspective, of the case study type (Gil, 2008). The data analysis was performed from the microgenetic perspective. As a result, it was observed that the way everyone who were involved in the process of teaching deaf and hearing students mediate the knowledge of the Portuguese language, using artifacts of metacognition or inter/multimodal communication through the Brazilian Sign Language (Kelman, 2015), making a positive difference in the teaching and learning of all students. In summary, it is considered that the quality of semiotic mediation used by everyone in the teaching-learning process of the deaf brings positive results on their learning of Portuguese language and on their own development.

RESUMO

The present study investigated the sensitivity and specificity of the English Intelligibility in Context Scale (ICS) and the ICS-Jamaican Creole (ICS-JC) translation with bilingual preschool-aged Jamaican children. Participants in this study were 262 English-Jamaican Creole simultaneous bilingual children (aged 3;3 to 6;3, M = 4;11, SD = 7.8). The ICS and ICS-JC were administered to parents in auditory form, rather than written form. Although recent evidence has demonstrated the validity and reliability of the ICS as an assessment tool in various languages, further data are needed to determine diagnostic accuracy of the ICS and ICS-JC in Jamaican children. The sensitivity and specificity of both tools were high in this cohort of children, indicating that in the Jamaican context, these versions of the ICS could be used as screening tools to identify children who require further assessment of speech sound disorders. A cut-off score of 4.12 was used for both tools to achieve high sensitivity (0.84) and specificity (0.70) values for the ICS, as well as high sensitivity (0.84) and specificity (0.71) for the ICS-JC. The results of this study also demonstrate that administration of the auditory ICS is a valid way of collecting parent reports about children's speech intelligibility, which has implications for use of the ICS in languages with no written form or with parents who have a low level of literacy in the languages they use. This investigation is relevant not only to this underserved population but broadens knowledge of research-based tools for working with bilingual children.

Assuntos

RESUMO

OBJECTIVE: To describe the trajectories of English and Spanish language growth in typically developing children from bilingual homes and compare those with the trajectories of English growth in children from monolingual homes, to assess effects of dual language exposure on language growth in typically developing children. STUDY DESIGN: Expressive vocabularies were assessed at 6-month intervals from age 30 to 60 months, in English for monolinguals and English and Spanish for bilinguals. Use of English and Spanish in the home was assessed via parental report. RESULTS: Multilevel modeling, including parent education as a covariate, revealed that children from bilingual homes lagged 6 months to 1 year behind monolingual children in English vocabulary growth. The size of the lag was related to the relative amount of English use in the home, but the relation was not linear. Increments in English use conferred the greatest benefit most among homes with already high levels of English use. These homes also were likely to have 1 parent who was a native English speaker. Bilingual children showed stronger growth in English than in Spanish. CONCLUSIONS: Bilingual children can lag 6 months to 1 year behind monolingual children in normal English language development. Such lags may not necessarily signify clinically relevant delay if parents report that children also have skills in the home language. Shorter lags are associated with 2 correlated factors: more English exposure and more exposure from native English speakers. Early exposure to Spanish in the home does not guarantee acquisition of Spanish.

Assuntos

RESUMO

RESUMO: o presente artigo tem como objetivo contextualizar o processo de construção do primeiro curso superior online de Pedagogia Bilíngue (Libras- Português). Esta iniciativa é resultado de demanda do Governo Federal que instituiu a criação de cursos de Pedagogia na perspectiva bilíngue como parte integrante do Plano Nacional dos Direitos da Pessoa com Deficiência. Neste artigo, procuramos evidenciar o posicionamento político-pedagógico do Curso, a dinâmica entre os fundamentos da educação online colaborativa e as especificidades da educação de surdos, criando um lócus de realização capaz de potencializar as interações entre estudantes surdos e não-surdos por meio do círculo de cultura.

ABSTRACT: This paper contextualizes the design process of the first online Bilingual Pedagogy course in Brazilian Sign Language and Portuguese. This initiative resulted from the Brazilian Federal Government's demand for bilingual pedagogy courses as part of the National Plan for the Rights of Persons with Disabilities. In the present paper, we highlight the political-pedagogical principles that guided this course, the dynamics surrounding the propositions of collaborative online education and the specificities of deaf people. Our goal is to develop a creative locus where interactions between deaf and non-deaf students is catalyzed by a circle of culture.

RESUMO

A large body of literature suggests that bilingualism strongly influences attentional processes among a variety of age groups. Increasing studies, however, indicate that culture may also have measurable effects on attentional processes. Bilinguals are often exposed to multiple cultural backgrounds, therefore, it is unclear if being exposed to multiple languages and culture together influence attentional processes, or if the effect themselves are uniquely linked to different attentional processes. The present study explores the relevancy of different attentional processes-alerting, orienting, and executive control-to language and to culture. In the present study, 97 3-years-old (Mean age = 38.78 months) monolingual and bilingual children from three countries (the U.S., Argentina, and Vietnam) were longitudinally tested for a total of five time points on a commonly used non-linguistic attentional paradigm-the Attention Network Test. Results demonstrate that when other factors are controlled (e.g., socio-economic status, vocabulary knowledge, age), culture plays an important role on the development of the alerting and executive control attentional network, while language status was only significant on the executive control attentional network. The present study indicates that culture may interact with bilingualism to further explain previous reported advantages, as well as elucidate the increasing disparity surrounding cognitive advantages in bilingual literature.

RESUMO

Se valora la necesidad de que el profesional sanitario resulte aún más competente en la prestación de sus servicios a partir del dominio del inglés en aquellos contextos donde este sea el idioma para comunicarse con fines específicos, pues a pesar de los logros obtenidos en la educación médica superior, se requieren herramientas especializadas en salud pública para erradicar las barreras idiomáticas respecto a esa lengua. El Diccionario bilingüe ilustrado de morfofisiología en inglés/español y español/inglés se implementó en la Facultad de Enfermería de Santiago de Cuba como bibliografía de consulta en formato digital, teniendo en cuenta que permite adquirir nuevos conocimientos y habilidades de forma independiente, así como perfeccionar modos de actuación en cuanto a competencia y desempeño.

The necessity that the health professional becomes even more competent in his services is evaluated, starting from the learning of English in those contexts where this language is necessary to communicate for specific aims, because in spite of the achievements obtained in the higher medical education, specialized tools are required in public health to eradicate the idiomatic barriers regarding this language. The illustrated bilingual morphophysiology Dictionary English/Spanish and Spanish/English was implemented in the Nursing Faculty from Santiago de Cuba as consulting literature in digital format, keeping in mind that it allows to acquire new knowledge and abilities in an independent way, as well as to improve performance regarding competence and acting.

Assuntos

RESUMO

Este trabalho traz resultados de uma investigação mais ampla junto a tradutores intérpretes de Língua Brasileira de Sinais (TILS) que atuam no Ensino Superior (ES). Destaca o perfil de profissionais que hoje exercem este trabalho na academia, mostrando um pouco as diversas realidades de diferentes regiões em que atuam, faixa etária, formação, como começaram ou se tornaram TILS, como iniciaram seus trabalhos nas Instituições de Ensino Superior (IES), dentre outras. Nesse contexto, destacam-se principalmente aspectos de suas formações e práticas. A investigação se baseou em entrevistas e os resultados variam bastante, demonstrando que há diferentes perfis e especificidades nos processos de escolha para atuarem nesta profissão como intérpretes. Pensando no atual contexto universitário brasileiro e na atual política educacional que defende a inclusão da pessoa com deficiência frequentando cursos superiores, e neste caso, estudantes surdos, cabe destacar que esta inclusão demanda a presença de um profissional para mediar as relações de comunicação entre surdos e ouvintes, favorecendo sua construção de conhecimento no espaço educacional. Entre os profissionais que atuam na efetivação de práticas de educação inclusiva encontram-se os TILS, o que é previsto pelo Decreto 5.626, responsável pela acessibilidade linguística dos alunos surdos que frequentam parte da Educação Básica e Ensino Superior, interpretando do Português para a LIBRAS e vice-versa. Conhecer melhor os caminhos e o perfil dos TILS e a sua atuação no ES, pode contribuir para a reflexão acerca das necessidades de formação deste profissional para atuar no processo de inclusão bilíngue de estudantes surdos em nível superior.

This article presents results from a broader study with LIBRAS - Brazilian Sign Language translators/interpreters (BSLIs) that work in Higher Education (HE). The study highlights the profile of professionals who work in higher education, demonstrating how varied are the contexts of different regions where they work, their ages, their educational background, how they became BSLIs, how they began their work at Institutions of Higher Education (IHE), among other factors. In this context, our main focus is on aspects of their training and current practice. The study is based on interviews and the results varied greatly, showing that there are different profiles and specificities in the processes by which they chose to work as interpreters. Considering the current Brazilian university context and education policies that defend inclusion of people with disabilities attending higher education courses, in this case, deaf students, it is important to point out that inclusion requires the presence of a professional to mediate communication relations between deaf and hearing people, in order to enable deaf people to construct knowledge in the educational environment. BSLIs are among the professionals working to implement practices of inclusive education; as established by the 5.626 Decree, they are the professionals responsible for the linguistic accessibility of deaf students from elementary education to higher education, interpreting Portuguese to LIBRAS and vice-versa. A better understanding of BSLIs' professional itineraries and profiles and their work on HE may contribute to reflecting about the requirements for preparing this professional in order for them to practice in bilingual inclusion processes of deaf students in Higher Education.

RESUMO

La necesidad de afrontar las barreras culturales, primeramente de lenguaje, el cual se entiende como sistema de comunicación que nos permite expresar conceptos entre los usuarios de la cultura menonita y los estudiantes del programa de la licenciatura en enfermería de la Universidad Autónoma de Ciudad Juárez, Unidad Multidisciplinaria en Cuauhtémoc, nos lleva a una propuesta educativa del cuidado enfermero. El objetivo es introducir al estudiante como futuro prestador del cuidado humano a la cultura menonita, asentada en la región desde 1922 y cuya lengua materna es el alemán bajo, con tradiciones y costumbres respecto a la salud muy arraigadas. Según datos del Hospital General Javier Ramírez, Topete de la ciudad de Cuauhtémoc, actualmente el porcentaje de menonitas que acuden a los servicios de salud se estima en un 73% del total de la población de la etnia, por lo cual se hace necesaria la interacción enfermera-paciente para una comprensión significativa de la situación sanitaria de la población primaria a través del lenguaje. Se toma como eje la teoría de la Diversidad y Universalidad de los Cuidados Culturales de Madeleine Leininger, cuyo propósito es que la enfermería trascienda la interculturalidad hacia la práctica, utilizando los conceptos antropológicos y médicos, aplicados en un diccionario de salud de la cultura de los menonitas, para establecer la relación humana, la comunicación y la comprensión de significados de salud para avanzar hacia la enfermería transcultural. Se asume que la existencia del cuidado cultural en el sistema de salud, fortalece el papel del enfermero(a) en la práctica asistencial. De ahí la importancia de esta propuesta educativa.

The need of trespassing the cultural barriers, in the first place that of the language, understanding language as a communication system that allows to express concepts, between the users of the Mennonite culture and the nursing degree students, of the Universidad Autónoma de Ciudad Juárez, Unidad Multidisciplinaria en Cuauhtémoc City, leads us to an educational purpose in the nurse care. Our aim is to introduce the student as a future provider of human care, to the Mennonite culture, that lives in the region since 1922. Their language is the low german. They have very strong health traditions and uses . The General Hospital Javier Ramirez Topete of Cuauhtémoc City has given us the data that almost the 73% of the Mennonite population use the Mexican community health services. That is why it is very necessary the interaction through the language. We are taking as a base the Diversity and Universality theory of the Cultural Care of Madeleine Leninger, whose purpose is that the nursing care goes beyond the interculturality , using the medical anthropological concepts applied in a health dictionary of the Mennonite culture, to the human relationship, the communication and the comprehension of health meanings an so arrive to the cross-cultural nursery . We assume that the existence of the cultural care in the health system strengthens the nurse role in the assistential practices. That is why this educational purpose is so important.

Assuntos

RESUMO

Este trabalho tem como objetivo apresentar um ensaio acerca da experiência em curso do Instituto Nacional de Surdos (INES), na implantação do Instituto Superior Bilíngue de Educação (ISBE). O diálogo com Hannah Arendt e a concepção de política como espaço da liberdade consubstanciam esta reflexão. Inicialmente, o recente contexto educacional dos surdos, com a aprovação do Decreto n.º 5.626/2005, que regulamenta a Lei n.º 10.436/2002, que oficializa a Língua Brasileira de Sinais (LIBRAS), é colocado em cena. Em seguida, traçam-se os elementos constitutivos básicos da recente construção da experiência de ensino superior bilíngue no INES/ISBE, com o curso de Pedagogia e os principais entraves a sua implantação. À guisa de reflexões finais, pretende-se indicar o sentido da política inclusiva no contexto de uma Política Cultural Bilíngue, enquanto abertura histórica de sentido possa representar um ensaio à liberdade.

This study aims to present an essay about the current experience of implanting the Bilingual Higher Education Institute - ISBE at the National Institute for the Education of the Deaf - INES. Two factors substantiate this reflection: the dialogue with Hanna Arendt and the conception of politics as a space for freedom. Initially, the scene is set by the current context for deaf education, after the Decree number 5626/2005, that regulates federal law number 10436, which rules on Brazilian Sign Language - LIBRAS. Next, we trace the basic elements that have constituted the recent construction of bilingual teaching experience at INES/ISBE, with the Bachelor in Education and the main barriers that have been faced. In our closing reflections, we intend to discuss the meaning of inclusive policies within the context of Bilingual Cultural Policies, whereby the historical opening of this course may represent an attempt at greater freedom.

Assuntos

RESUMO

O artigo analisa depoimentos de sujeitos surdos sobre os modos como participam de esferas de atividade, nas quais diferentes segmentos da população circulam em eventos do dia-a-dia (no trabalho, em casas comerciais e em serviços públicos, por exemplo). A partir de entrevistas, os achados indicam que os surdos enfrentam dificuldades em situações que, em geral, são triviais para os ouvintes. Ademais, os entrevistados mostram um reconhecimento muito parcial das condições insatisfatórias e desiguais para sua inserção nesses vários espaços, admitindo a naturalidade da dependência do ouvinte ou mesmo atribuindo ao próprio surdo a responsabilidade pelos problemas. As análises evidenciam que as mudanças políticas anunciadas realizam-se de maneira inconsistente. "A eliminação de barreiras atitudinais e de comunicação" implica o enfrentamento de questões concernentes às relações de poder entre surdo e ouvinte e não pode ser concebida como uma soma de iniciativas localizadas.

This paper analyzes statements of deaf subjects on the ways they participate to spheres of activities in which different segments of the population circulate in their everyday life (at work, in commercial places and in public services, for example). The interviews reveal that the deaf are faced with difficulties in situations that, usually, are banal for hearing people. Furthermore, the interviewed show a very partial recognition of the unsatisfactory and unequal conditions for their insertion in these different spaces, and admit their dependency on the hearing as natural or even blame themselves for their problems. The analyses manifest that the political changes announced occur in an inconsistent way. "Eliminating attitude and communication barriers" implies coping with issues linked to the power relationships between deaf and hearing people and cannot be conceived of as a sum of localized initiatives.

Assuntos

RESUMO

Learning to read is a complex process and a number of factors affect a child's success in beginning reading. This complexity increases when a child's home language differs from that of the school and when the child comes from a home with limited economic resources. This article discusses factors that have been shown to contribute to children's success in early reading, namely-phonological awareness, letter-word identification, oral language, and the home literacy environment. Preliminary evidence suggests that bilingual children from low-income backgrounds initially perform poorly on phonological awareness and letter identification tasks, but appear to acquire these abilities quickly in kindergarten once these abilities are emphasized in early reading instruction. In addition, the findings show that bilingual preschoolers' receptive language abilities in English and Spanish positively impact their early letter-word identification abilities at the end of kindergarten. A positive relationship between bilingual preschoolers' home literacy environment and early reading outcomes has not been found to date. Educational implications for serving young, bilingual children from programs such as Head Start are discussed.