Currículo e educação de surdos/as: processos de subjetivação em duas práticas inclusivas

Abstract

The objective of the present research is to investigate the curriculums operation of two education modalities for deaf students in a municipal school in the city of Betim one in a special classroom and the other in a regular classroom and its production of specifics deaf subjectivities. For the analyses achievement, it was used as theoretical reference the Deaf Studies and the contributions of Cultural Studies, based on the poststructuralism approach. As methodological procedures, elements inspired in ethnography were used plus different concepts as curriculum, culture, power, subjectivity and others with the objective to analyze the ways of deaf subjetivation. The argument developed is that the investigated curriculum operates inclusions and exclusions, investing repeatedly on the deaf subjectivities through a binary division (deaf versus listener) and marking the norm (having the listener as the referring one). Throughout this dissertation, it is shown how the deaf students conducts in the two classes researched, the special classroom and the regular classroom, are driven by the Inclusive education discourse and the Deaf education discourse that appears in theinvestigated school. Despite being distinct in academic field, those discourses are part of the same rationality in the investigated school, both contributing for the deaf students subjetivation process in therapeutically terms. In this direction, the discourses here investigated are captured by the same power relations, under the anchor of thenormalization power that was instituted in the educational arguments around the abnormal subjects. The analysis shows that the comparison, classification and differentiation techniques are essential to the curriculums operation of the deaf students education modalities investigated, what constitutes a normalization process of these students. The application of these techniques does not intend to have deaf students and listeners as equals, but constitutes both - deaf and listeners - inside the listener normality standards, each one occupying its had place in the interior of the norm. Finally, the study shows the divisions that occur in the curriculums investigated in order to demarcate the specific learning spaces for deaf and listeners students. Those spaces,special classroom and regular classroom, are distinct for producing different meanings for its students about the reading and the written learning process, engendering deficit compensation practices and abnormalities correction, with specific strategies in the deaf and listeners subjetivation process.