Políticas linguísticas e educacionais e(m) formação docente: uma discussão sobre as colonialidades do ser, do saber e do poder

Abstract

This work aims to present a discussion on linguistic and educational policies aimed at deaf people, reflecting on how the conceptions about language, deafness, deaf person, inclusion, and bilingual education, which emerge in legal documents that contemplate such policies (Amapá, 2015; Brasil, 2002, 2005, 2009, 2014, 2015, 2020, 2021), contribute to the promotion of colonialities of being, knowledge, and power. For this, under the horizon of decoloniality, the study is guided, mainly, by the following guiding question: Considering the concepts of inclusion, deafness, deaf person, language, and bilingual education, how do the legal documents that contemplate language policies for the deaf person promote their erasure, through the colonialities of power and knowledge? The study is anchored in the argument that it is necessary and important to sentipensar about the teacher training of Portuguese teachers in order not to reproduce such colonialities in the implementation of educational policies, for which it is necessary to critically reflect on the explicit language policies in this context, in favor of a decolonial and transformative teacher training.