O direito à libras como língua materna : um estudo sobre a política educacional de educação infantil para crianças surdas na rede municipal de ensino de Curitiba

The deaf education is the result of political struggles and power relations that builds narratives forms of humanization in society.In the context of the current education policies, there are two paradigms that discuss the education of the deaf in Brazil: a hegemonic one, guided by the perspective of inclusive special education, of the federal government, and the other that advocates bilingual / multicultural models in Bilinguals schools, defended by the Deaf Movement.Therefore, our research raises the question of whether bilingual education is a presupposition of educational policies in the stage of early childhood education in Curitiba, delimiting as its object the language and the right to Sign Language as the mother tongue of deaf children in early childhood education.The general objective is to analyze the conceptions of the deaf subject, childhood and education that underlie the educational policies in the district scenario and their effectiveness in relation to the right to use Sign Language as a mother tongue in the context of the early childhood education.The epistemological field in which the research is inserted is from Deaf Studies, which announces a socio-anthropological conception about the deaf, identifying them as part of a minority group based on linguistic, cultural, community and identity representations.The methodological approach of qualitative character involved three stages: bibliographical and documentary; research on micro data from the School Census / MEC / INEP on enrollment of deaf children in early childhood education in Curitiba and semi-structured interviews with school principals / institutions specialized on deafness.From the results found, it confirms the initial hypothesis of the hegemony of the clinical-therapeutic model on the educational policies for deaf children, in which hearing impairment and its rehabilitation occupy the core of pedagogical practice.The enrollment data between the years 2007 and 2016 reaffirm the national p...