Resumo

FINI, Danielle Aguiar  e  FETZNER, Andréa Rosana. The curricula practiced in school daily life in the education of the deaf: between prescription and emancipation. Sér.-Estud. [online]. 2018, vol.23, n.48, pp.219-239. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v23i48.1101.

This article presents a research carried out in the Graduate Program in Education. It was sought to understand the relationship between the prescriptions and curricular practices of two teachers from the initial years of the College of Application of the National Institute of Education of the Deaf (INES). The methodology involved participant observation and semi-structured interviews.The study presents a brief overview the history of INES, with emphasis on its space in the education of the deaf in Brazil, considering the specificities of deafness and the importance of language for social integration and for learning. Opting for an intercultural analysis, the result points to two curricular perspectives of regulation: one prescriptive and one that goes beyond prescription, through curricular practices that value the knowledge, referring to the daily life, brought by students and, therefore, regulations that contribute to the emancipation of students and teachers.

Palavras-chave : deaf education; INES; practical curricula.

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