Resumo

OLIVEIRA, Ana Flávia Teodoro de Mendonça  e  ARAUJO, Clarissa Martins de. Discourses about deafness on the Teacher Portal of the MEC: deconstructing stereotypes and essentializations. Educação. Porto Alegre [online]. 2019, vol.42, n.2, pp.361-371.  Epub 21-Jan-2020. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2019.2.26815.

This article analyzes the cultural representation of deafness in mediatic discourses of the Teacher Portal of the Ministry of Education (MEC), seeking to identify the stereotypes and the possible essentializations which happen through the production of teachers. Our analysis is based on Foucault’s perspective of archaeological discourse analysis. As the file a set of documents were available in the Teacher s Journal, in Institutional videos and in the Classroom. The results show that, despite the heterogeneity of techniques subsidized by the Portal, persists a production of deafness in a pejorative and stereotyped way, through terminologies such as lack/limitation, muteness/ silence, hearing deficiency; they also emphasize the use of Libras as a condition for inclusion. We can infer that the representation of deafness in these discourses is still imprisoned by the clinical conception of deficiency, which reinforces common myths about the deaf. Teachers in the process of their own learning seem to represent them as subjects who possess a fixed, stable, static and permanent identity.

Palavras-chave : Deafness; Cultural representation; Stereotype.

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