Professor surdo no ensino superior: representações da prática docente

• Ano de defesa: 2009
• Autor(a) principal: Müller, Cristiane Ramos
• Orientador(a): Lunardi-Lazzarin, Márcia Lise
• Banca de defesa: Stumpf, Marianne Rossi , Antunes, Helenise Sangoi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Professor surdo; Política de inclusão/exclusão; Estudos surdos
• Palavras-chave em Inglês: Deaf teacher; Politics of inclusion / exclusion; Deaf studies
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/6884

This work has as objective problematizes e cultural representations produced on the deaf teachers inserted in the Higher education. This study brings as theoretical scaffolds the productions of Cultural Studies and Deaf Studies in Education, to think the production of the deaf teachers' identities as a strategy of the inclusion politics. To articulate the subjects that involve the identity of the Deaf Teachers and the Higher education as study problem has his/her emergency in the current politics returned for the inclusive education. Among the main actions of these politics they stand out: the creation of laws, courses of specific degrees for teachers' formation in the area Pounds (Letras/Libras), recruiting of Interpreters of Sign Language for the attendance of those educational ones in formation or professionals in the spaces of performance. Before this scenery, different representations have been produced concerning the deaf teacher's presence in the higher education. Those representations are constituted in a materiality narrated starting from the speeches of the listener students, of the listener teachers and of the own deaf teachers. In the perspective in study, the representations are understood as discursive effect produced by the language, in other words, the language simultaneously can be a representation process, as well as of constitution of the subjects. In that sense, he/she become important to notice that "things" start to have significance when they are attributed them certain meanings. Therefore, the representations produced on and for the deaf teachers they designate the spaces that they occupy in the speech of the inclusion politics and, in the specific case, in the higher education institutions. Finally, this work search to do the analysis about power of the speeches in the constitution in ways of thinking of the modernity that you/they institute the reality concerning the deaf teachers in the Higher education.