NUANCES OF PUBLIC FINANCING IN BILINGUAL EDUCATION OF THE DEAF IN THE MUNICIPALITY OF GUAÇUÍ
Nombre: PAULA DEBOSSAN BORGES
Fecha de publicación: 18/03/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| EULUZE RODRIGUES DA COSTA JUNIOR | Presidente |
| GILDÁSIO MACEDO DE OLIVEIRA | Examinador Externo |
| KEILA CARDOSO TEIXEIRA | Examinador Interno |
| MARILEIDE GONCALVES FRANCA | Examinador Interno |
| REGINALDO CELIO SOBRINHO | Examinador Interno |
Resumen: The construction of an understanding of Bilingual Education for the Deaf occurs in a procedural manner and involves Special Education managers and the deaf community, in a network of interdependencies in which the actions of one influence and are influenced by others. The main objective of this study is to analyze the public funding of Bilingual Education for the Deaf in the municipality of Guaçuí - ES. It is based on the constructs of Figurational Sociology, especially the concept of power in the weaving of the established-outsiders figuration developed by sociologist Norbert Elias (2000). Methodologically, it adopts notions of a case study, of a qualitative nature, and chooses document analysis and conversation circles as procedures for data collection and production. It analyzes documents such as the Multi-Year Plan (PPA), the Budget Guidelines Law (LDO), the Annual Budget Law (LOA), municipal guidelines for the period 2021 to 2024, and the transcript of the discussion held with managers of the Municipal Secretariat of Guaçuí and those responsible for local Special Education. It highlights the complexity of financing Bilingual Education for the Deaf, highlighting the lack of specific resources for this modality, since resources are allocated in the Special Education budget according to the demands and decisions of managers. It emphasizes the need for transparency in financing and suggests the creation of a detailed system for data collection and analysis, aiming at creating specific financing for Bilingual Education for the Deaf in the future. It points out the importance of an integrated approach between management, financial resources, and educational practices, and emphasizes that managers need to get closer to the deaf community to better understand their needs, shape effective actions, and promote inclusive and democratic education.
