A constituição da identidade de estudantes surdos : o protagonismo dos surdos na escola bilíngue

Abstract

This dissertation aims to analyze how deaf teachers and students from a bilingual school for the Deaf perceive the role of the school community in the constitution of the deaf identity. For this study, structuring concepts such as sign language, identity, deaf identity, experience, deaf education, bilingual education for the deaf and the quest to know how teachers and deaf graduates perceive the school as from Hall (2006), Larrosa (2011), Perlin (2005), Quadros (1997), Skliar (2005), among others. This research is qualitative and exploratory in nature. The context of this study is a bilingual school for the deaf. Semi-structured interviews were carried out with four deaf teachers and six deaf students from bilingual school in the interior of Rio Grande do Sul. The interview was conducted in Brazilian Sign Language (Libras), with the aim of rescuing the lived experiences through the expressed ideas and understandings, related to the deaf identity and school and family experiences. Bardin's content analysis (1991) was used as a method, with which two categories were arrived at: 1) School Experiences and Impacts on Identities and 2) Interactions and Identities. The first category was organized into two subcategories a) Oralism and Listening and b) Libras and Deaf Culture. The second category was also divided into two subcategories: a) Interaction with Teachers and b) Interaction between the Deaf. The interviews report the deaf experience of teachers and graduates, who have peer relationships in the development of deaf identities. Schools for the deaf have their own appreciation of deaf identity and culture, which are concepts closely related to a unique way of being Deaf: deaf identity, deaf literature, mother tongue, deaf pedagogy, the deaf community, art deaf and the poetry in Libras of the deaf subject. It is concluded that the school and the deaf teachers have a fundamental role in the identity and sign language. Understanding the interviews based on Larrosa's (2011) concept of experience, in its singularity and plurality, helped to give strength to the memories and narratives that affected each participant and that made sense when considering the different narratives. [resumo fornecido pelo autor]