The april revolution, education for the deaf and the teaching of philosophy

From disability to cultural belonging

Authors

  • Fátima Sá Correia Faculdade de Psicologia e de Ciências da Educação, Universidade do Porto, Porto
  • Orquídea Coelho CIIE – Centro de Investigação e Intervenção Educativas da Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto, Porto

DOI:

https://doi.org/10.34626/esc.vi43.274

Keywords:

philosophy in Portuguese sign language, deafness cultural approach, special education neeeds

Abstract

The political transformations generated by the April Revolution with regards to the education
of deaf people had its first embodiment in the Constitution Act in 1997. This act recognized
Portuguese sign language (LGP) as an instrument of cultural expression and access to education.
The current legislation that governs the education of the deaf in Portugal created Reference Schools
for the Bilingual Education of Deaf Students, where all lessons must be taught in LGP.
Nevertheless, in the case of the discipline of Philosophy, translation poses specific problems. However, this situation is not a limitation, but it shows that learning/teaching philosophy in the
context of deafness is an issue of intercultural and social equality, which leads to a new perspective
on the bilingual education of deaf students: the use of LGP is a cultural requirement and not a way
of overcoming a disability.

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Published

2014-12-01

How to Cite

Correia, F. S. ., & Coelho, O. . (2014). The april revolution, education for the deaf and the teaching of philosophy: From disability to cultural belonging. Educação, Sociedade & Culturas, (43), 103–119. https://doi.org/10.34626/esc.vi43.274

Issue

No. 43 (2014): Education in Portugal 40 years on from April 25, 1974

Section

SPECIAL SECTION

License

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