2012-05-032012-05-032010-03-10CAVALCANTE, Eleny Brandão. A institucionalização da Língua Brasileira de Sinais no currículo escolar: a experiência da Secretaria Municipal de Educação de Castanhal - PA. Orientador: Genylton Odilon Rêgo da Rocha. 2010. 175 f. Dissertação (Mestrado em Educação) - Universidade Federal do Pará, Instituto de Ciências da Educação, Belém, 2010. Disponível em: http://repositorio.ufpa.br/jspui/handle/2011/2687. Acesso em:.https://repositorio.ufpa.br/handle/2011/2687This research had the objective of investigating the process of institutionalization of the discipline of LIBRAS in the official curriculum of the Municipal Education Secretary from Castanhal – Pará, which has included LIBRAS as a compulsory discipline of the Childhood education, the Elementary school and Youth and Adults education, to all the students. We started with a bibliographic review about Special Education, Inclusive Education, Deaf Education and Curriculum. Besides, we made a documentary survey of national and international legislation witch guide the Special and Inclusive Education, with special attention to the Deafness area. We searched for the documents referring to the insertion of the discipline in Castanhal. We collected data through semi-structured interview with two technical from the Secretary and the secretary of Education himself, because of their direct connection to the insertion of the discipline. Based on these data, we observed that LIBRAS was inserted by the technical team and the secretary (without any hand of the scholar community), justifying this insertion by the communication limit of the deaf and the need of an inclusive policy. Legally, this discipline was based on the right to education, proposed by the Brazilian Constitution of 1988 and by the LDB nº9394/96, besides the deaf’s granted right to acess LIBRAS, according to the Law 10.098/00 and the Decree nº5626/05. In the city, the discipline is inserted in the Diversified Part of the curriculum, through the Unified Statute of the City Education Network of Castanhal. To make the offer of this discipline possible, the city gives formation to teachers; LIBRAS interpreters in some schools; trainers for the technical teams, for supporting and information; didactic materials produced by teachers, supported by the technical team and by the secretary, searching for LIBRAS specific material, in order to subsidize practice in classroom. The city intends to make a bilingual education; however, it admits the total communication. Besides, the curriculum is full of contradictions, because in one hand it encourages the removal of attitudinal barriers; but in the other hand, it still reflects a medical clinical model of deafness, through contents that stress the deficiency. In addition to this issue, the offer of this discipline to the deaf and listeners requires a treatment of LIBRAS as native and second language, respectively, which is not made on the formation courses. Finally, we noticed that even this initiative is commendable, there are still some empty spaces in this process that need to be analyzed, in order to build a discipline which respects the linguistic and cultural status of LIBRAS.porAcesso AbertoEducação inclusivaSurdezCurrículoBilinguismoLíngua brasileira de SinaisCastanhal - PAPará - EstadoAmazônia brasileiraDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO