Escrevivência sinalizada trajetórias escolares e não escolares de mulheres negras surdas e as contribuições da Lei 10.639/2003

Abstract

The concept of writing, as presented in the Introduction of this work, is related to “writing”, “living” and “seeing oneself”. Conceição Evaristo conceived of writing so that the bodies and voices of black women could echo on paper. The author states that “our writing is not to put those in the big house to sleep, but to wake them up from their unjust dreams.” Relating the concept of intersectionality – gender and race – coined by Kimberlé Crenshaw, we can say that both women write about black women and black feminism. This work proposes to echo the voices of deaf black women through Libras, also considering how Law 10.639/2003, regarding racial discussion in basic education, contributed to the construction of identities throughout schooling. The aforementioned Law could encourage the study of black authors in special, bilingual and inclusive schools for deaf students, helping black deaf students and white deaf students to also participate in the anti-racist struggle. In this way, addressing two elements, linguistic and racial, in the educational space. This research dialogues with the principles of black feminism and also considers how black deaf feminism can be used in accessible materials in libras for the application of Law 10.639/2003. In this research, we aim to recognize the place of speech of black deaf women, breaking with the erasure of their bodies and voices, dialoguing with intersectionality: gender and race. The subjects were chosen because they were deaf black women, who were in Basic Education after the approval of Law 10.639/2003 and others, before the approval of the Law, in view of its premise of an anti-racist Education.