Deaf difference and relations of power in teaching practice

• Autor(a) principal: Romário, Lucas
• Data de Publicação: 2018
• Outros Autores: Dorziat, Ana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Práxis Educativa (Online)
• DOI: 10.5212/PraxEduc.v.13i3.0007
• Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/11145

This paper problematizes the power relations that involved the teaching practice of deaf teachers who worked in the Specialized Educational Service (SES) of public schools in João Pessoa, Paraíba, Brazil. The research was based on the qualitative approach, in the Cultural Studies, with contributions of Michel Foucault, and in the Deaf Studies, using semi-structured interviews and non-participant observation. Empirical data revealed that the teacher identities of the deaf teachers, especially of one of them, were in constant negotiations. They, even legitimately occupying a social place (teachers) in the school institution, were seen as likely to be colonized by hearing professionals. Their actions repeatedly suffered interference, disregarding their autonomy and creating, for them, situations of embarrassment and violence in schools.   Keywords: Power relations. Teaching practice. Deaf teachers.