Resumo

ROMARIO, Lucas  e  DORZIAT, Ana. Deaf culture in the "inclusive school"? Construction of identities among deaf people. Rev. Educ. e Cult. Contemp. [online]. 2018, vol.15, n.40, pp.317-342.  Epub 15-Nov-2017. ISSN 2238-1279.  https://doi.org/10.5935/2238-1279.20180059.

This article was produced at a Graduate Program in Education and it was developed under the theoretical basis of Cultural Studies and Deaf Studies. Interviews with Deaf teachers and observations of pedagogical practices involving deaf teachers and deaf students were conducted in the Specialized Educational Service (SES) of common schools of João Pessoa-PB, with the objective of analyzing the relations built between deaf peers in the "inclusive school". The (qualitative) methodology was open to several possibilities, including the principles of content analysis, which were taken as a basis to support this analysis. The analyzes indicated that, by socializing their experiences with deaf students, especially those related to the deaf difference, the deaf teachers circulate the artefacts of Deaf Culture in didactic-pedagogical moments of the SES. In doing so, they provide their students with historical and political knowledge about their cultural group, helping them to develop identification processes and strengthen the Deaf Culture. In addition, the cultural encounter with deaf teachers allows the deaf students to construct more empowered identities, even if they are immersed in a normalizing society and school that perceive them only from the point of view of disability.

Palavras-chave : Deaf Culture; Construction of Identities; "Inclusive School”.

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