Cultura surda na "escola inclusiva"? Construção de identidades no encontro pessoa surda-pessoa surda/Deaf culture in the "inclusive school"? Construction of identities among deaf people

Abstract

Resumo Este artigo é proveniente de uma dissertação, realizada num Programa de Pós-Graduação em Educação e desenvolvida sob a base teórica dos Estudos Culturais e dos Estudos Surdos. Com o objetivo de analisar as relações construí­das entre pares Surdos no espaço da "escola inclusiva", foram realizadas entrevistas com professoras Surdas e observações de práticas pedagógicas que envolviam professoras Surdas, alunas Surdas e alunos Surdos, desenvolvidas no Atendimento Educacional Especializado (AEE) de escolas comuns da cidade de João Pessoa-PB. A metodologia (qualitativa) esteve aberta a várias possibilidades, entre elas os princí­pios da análise de conteúdo, que foram tomados como base para subsidiar as análises realizadas. Os dados sinalizaram que, ao socializar as experiências com as alunas Surdas e os alunos Surdos, especialmente as relativas à diferença Surda, as professoras Surdas fazem circular os artefatos da Cultura Surda nos momentos didático-pedagógicos do AEE. Com isso, elas proporcionam a suas alunas e seus alunos conhecimentos históricos e polí­ticos acerca do seu grupo cultural, contribuindo para que elas e eles desenvolvam processos de identificação e fortaleçam a Cultura Surda. Ademais, o encontro cultural com as professoras Surdas permite que as alunas Surdas e os alunos Surdos construam identidades mais empoderadas, mesmo estando imersas e imersos numa sociedade e numa escola normalizadoras que as/os percebem apenas pela ótica da deficiência. Palavras-chave: Cultura Surda. Construção de identidades. "Escola inclusiva". Deaf culture in the "inclusive school"? Construction of identities among deaf people Abstract 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. Keywords: Deaf Culture. Construction of Identities. "Inclusive School".