Formações rizomáticas da diferença: narrativas para produção da pedagogia surda

• Ano de defesa: 2008
• Autor(a) principal: Morais, Mônica Zavacki de
• Orientador(a): Lunardi-Lazzarin, Márcia Lise
• Banca de defesa: Lopes, Maura Corcini , Tomazetti, Elisete Medianeira
• 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: Pedagogia da diferença; Currículo; Surdos
• Palavras-chave em Inglês: Pedagogy of difference; Curriculum; Deaf people
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/6842

The interest was dedicated to the observation of how deaf and non-deaf teachers are narrating specific etymologic notions that were produced during deaf people s education history and the way these notions were built, constituting what Pedagogy of Difference is today. This research did not aim at a historical retrospective of the Pedagogy of Difference invention, but at problematizing how this notion produces (or not) ways of resistance in deaf people schools curriculum. To carry out this analytical approach, tools related to post-structuralism and post-critical theories, and in the area of curriculum theorization were used. In order to get deaf and non-deaf teachers discourses, it was searched discourses that circulate in the deaf school place, to understand how this pedagogy was invented as a new truth or a novelty , new(age) in deaf people education. After analyzing the discursive recurrences, two discursive groups were established: one referring to deaf people schools and another one related to the difference. Nowadays it is known that public politics cover the notion of difference to accomplish curriculums thought for people who are in Special Education discourses, and deaf students follow this normative. Analyzing curriculum threshold shows power relations, mainly when it is deaf people schools curriculum. As culture comes together with this school dispositive, such relation is also seen in deaf people schools, where the deaf culture is built and rebuilt and the curriculum is constantly reinvented. It means that we also are questioned and signified by it when fabricating it. Therefore, when dealing with Pedagogy of Difference , it is perceived that it is a methodological invention, that is, a curricular change, more worried with spatial structure than a discursive change. The concept of genealogy used by Michael Foucault makes possible to discuss the productive of Pedagogy of Difference and to whom and to what power/knowledge systems it is linked to. The Pedagogy of Difference genealogical study allows thinking about the possibility of happening, in Foucault s sense, throughout deaf people education history, about the necessity of creating a deaf people school as a fusion among resistance and identity movements. From these mechanisms that the deaf community resists to colonizing and normalizing processes and for a place where they can experience their difference in order to new generations pass for other movements , not for a language or learning proper places, but other fights, other movements, other resistances. The difference is irreducible, but pedagogy is not. In a movement where both are together, the difference is caught, trapped and transformed in pedagogy by the curricular discourse.