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A pedagogia de ensinar o ‘surdo-mudo’ em Portugal em oitocentos : surgimento de institutos e escolas
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Abstract(s)
Este estudo, de índole histórico-descritiva, utiliza uma metodologia hermenêutica para analisar fontes, documentos e a história ‘especial’ sobre os ‘surdos-mudos’ em Portugal, abrangendo os séculos XIX e parte do XX. O termo ‘surdo-mudo’ sofreu influências positivistas e estruturalistas, resultando em alterações ortográficas que modificaram o seu valor cultural e o transformaram num instrumento de ‘normalização’, atualizando-se com novas lógicas e perspetivas científicas, especialmente provenientes da medicina. Os objetivos deste estudo são os seguintes: compreender historicamente a atenção educativa e o ensino aos ‘surdos-mudos’ no período analisado; analisar o papel pioneiro do Real Instituto de Surdos-Mudos e Cegos da Casa Pia e de outras instituições, como o Instituto Jacob R. Pereira, no ensino dos ‘surdos-mudos’; conhecer os contributos do Padre Aguiar para o ensino dos ‘surdos-mudos’ nos institutos; e analisar a pedagogia e os métodos de ensino aplicados aos ‘surdos-mudos’. Este trabalho contribui para a História da Educação dos Surdos-Mudos em Portugal.
Abstract: This historical-descriptive study employs a hermeneutic methodology to analyze sources, documents, and the ‘special’ history concerning the ‘deaf-mutes’ in Portugal, covering the 19th century and part of the 20th century. The term ‘deaf-mute’ was influenced by positivist and structuralist perspectives, leading to orthographic changes that altered its cultural value and transformed it into an instrument of ‘normalization,’ updated with new scientific logics and perspectives, especially from medicine. The objectives of this study are as follows: to historically understand the educational attention and teaching of ‘deaf-mutes’ during the analyzed period; to analyze the pioneering role of the Royal Institute of Deaf-mutes and the Blind of Casa Pia and other institutions, such as the Jacob R. Pereira Institute, in the education of ‘deaf-mutes’; to acknowledge the contributions of Father Aguiar to the education of ‘deaf-mutes’ in the institutes; and to analyze the pedagogy and teaching methods applied to ‘deaf-mutes’. This work contributes to the History of Education of the Deaf-mutes in Portugal.
Abstract: This historical-descriptive study employs a hermeneutic methodology to analyze sources, documents, and the ‘special’ history concerning the ‘deaf-mutes’ in Portugal, covering the 19th century and part of the 20th century. The term ‘deaf-mute’ was influenced by positivist and structuralist perspectives, leading to orthographic changes that altered its cultural value and transformed it into an instrument of ‘normalization,’ updated with new scientific logics and perspectives, especially from medicine. The objectives of this study are as follows: to historically understand the educational attention and teaching of ‘deaf-mutes’ during the analyzed period; to analyze the pioneering role of the Royal Institute of Deaf-mutes and the Blind of Casa Pia and other institutions, such as the Jacob R. Pereira Institute, in the education of ‘deaf-mutes’; to acknowledge the contributions of Father Aguiar to the education of ‘deaf-mutes’ in the institutes; and to analyze the pedagogy and teaching methods applied to ‘deaf-mutes’. This work contributes to the History of Education of the Deaf-mutes in Portugal.
Description
Keywords
Surdo-mudo Método oral Método de sinais-gestual Institutos Pedagogia do ensino Deaf-mute Oral method Sign-gestural method Institutes Teaching pedagogy
Pedagogical Context
Citation
MARTINS, Ernesto C. (2024) - A pedagogia de ensinar o 'surdo-mudo' em Portugal em oitocentos : surgimento de institutos e escolas. Revista ALPHA, vol. 25, nº1, p. 26-45. DOI: https://revistas.unipam.edu.br/index.php/revistaalpha
Publisher
Publicações do Centro Universitário de Patos de Minas- Brasil