As representações do surdo na escola e na familia : entre a (in)visibilização da diferença e da "deficiencia"

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This dissertation addresses the production of identities in the school environment and focuses on the representations parents, teachers and the deaf students themselves have of deafness, sign language and the educational process in the regular school system. Since this is a study built on an ethnographic approach, the corpus comes mainly from records from field notebooks, video tapes of interviews with deaf students, tapes of activities occurring in a program offered by a public university in the State of São Paulo for deaf school children, audio tapes of meetings with teachers of the regular school system, tapes of meetings with the deaf students? parents, written texts produced by the deaf students at the Research Center, at school and at home, as well as various documents sent by the schools and by the deaf children?s families. The theoretical bases for both generating the data as well as for data analysis were the contributions of the School Ethnography approach (Erickson, 1987, 1989; Bortoni-Ricardo, 1993 and 2000; Cavalcanti, 1996, 2003; Maher, 1998; Moita-Lopes, 1999, 2002 and 2003). For the data analysis, some theoretical constructs were also important. These constructs are the concepts of ?representation? as put forward in Critical Analysis of Discourse (Fairclough, 1995, 1999) and some other concepts from other fields of knowledge such as ?assimilation/resistance? from Anthropology (De Certeau, 2003), fragmented identities from Cultural Studies (Bhabha, 2000, Hall, 2000, Silva, 2001), the notions of ?established? and ?outsiders?, connected to Sociology (Elias &Scotson, 2000) and the concept of normalization, discussed by Canguilhem (1943/1992) and taken up by Foucault (1975/2000) and his followers. For the purposes of analysis, I also lean on theories of literacy from the socio-historical perspective (Street, 1984 e Barton, 1994). The results of this study show that representations constructed about deaf students are constantly being negotiated and redefined in the social contexts examined, despite the constant search for the (in)visibility of deafness in favor of the deaf person?s identity sometimes as ?disabled?, sometimes as assimilated / normalized

ASSUNTO(S)

literacy minorias linguisticas surdez minority language letramento deafness identidade identity

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