Deaf difference and relations of power in teaching practice

Detalhes bibliográficos
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)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/11145
Resumo: 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.
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spelling Deaf difference and relations of power in teaching practiceDiferencia sorda y relaciones de poder en la práctica docenteDiferença surda e relações de poder na prática docenteThis 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.Este artículo problematiza las relaciones de poder involucradas en la práctica docente de profesoras sordas que actuaban en la Asistencia Educacional Especializada (AEE) de escuelas públicas de João Pessoa, Brasil. La investigación se basó en el enfoque cualitativo, en los Estudios Culturales con aportes de Michel Foucault, y en los Estudios Sordos, utilizando como técnicas la entrevista semiestructurada y la observación no participante. Los datos empíricos revelaron que las identidades docentes de las profesoras sordas, especialmente de una, estaban en constantes negociaciones. Ellas, aun ocupando legítimamente un lugar social (docentes) en la institución escolar, eran vistas como pasibles de colonización por profesionales oyentes. Sus acciones sufrían interferencias repetidamente, desconsiderando su autonomía docente y creando para ellas situaciones de constreñimiento y violencia en las escuelas.   Palabras clave: Relaciones de poder. Práctica docente. Profesoras sordas.Este artigo problematiza as relações de poder que envolviam a prática docente de professoras surdas que atuavam no Atendimento Educacional Especializado (AEE) de escolas públicas de João Pessoa, Paraíba. A pesquisa foi embasada na abordagem qualitativa, nos Estudos Culturais, com contribuições de Michel Foucault, e nos Estudos Surdos, utilizando como técnicas a entrevista semiestruturada e a observação não participante. Os dados empíricos revelaram que as identidades docentes das professoras surdas, especialmente de uma, estavam em constantes negociações. Elas, mesmo ocupando, legitimamente, um lugar social (docentes) na instituição escolar, eram vistas como passíveis de colonização por profissionais ouvintes. Suas ações sofriam, repetidamente, interferências, desconsiderando sua autonomia docente e criando, para elas, situações de constrangimento e violência nas escolas.   Palavras-chave: Relações de poder. Prática docente. Professoras surdas.Universidade Estadual de Ponta Grossa2018-06-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1114510.5212/PraxEduc.v.13i3.0007Práxis Educativa; Vol. 13 No. 3 (2018); 750-768Práxis Educativa; Vol. 13 Núm. 3 (2018); 750-768Práxis Educativa; V. 13 N. 3 (2018); 750-768Práxis Educativa; v. 13 n. 3 (2018); 750-7681809-43091809-403110.5212/PraxEduc.v.13i3reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/11145/209209210243https://revistas.uepg.br/index.php/praxiseducativa/article/view/11145/209209213134Copyright (c) 2018 Práxis Educativainfo:eu-repo/semantics/openAccessRomário, LucasDorziat, Ana2020-04-15T18:51:43Zoai:uepg.br:article/11145Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T18:51:43Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Deaf difference and relations of power in teaching practice
Diferencia sorda y relaciones de poder en la práctica docente
Diferença surda e relações de poder na prática docente
title Deaf difference and relations of power in teaching practice
spellingShingle Deaf difference and relations of power in teaching practice
Romário, Lucas
title_short Deaf difference and relations of power in teaching practice
title_full Deaf difference and relations of power in teaching practice
title_fullStr Deaf difference and relations of power in teaching practice
title_full_unstemmed Deaf difference and relations of power in teaching practice
title_sort Deaf difference and relations of power in teaching practice
author Romário, Lucas
author_facet Romário, Lucas
Dorziat, Ana
author_role author
author2 Dorziat, Ana
author2_role author
dc.contributor.author.fl_str_mv Romário, Lucas
Dorziat, Ana
description 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.
publishDate 2018
dc.date.none.fl_str_mv 2018-06-27
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/11145
10.5212/PraxEduc.v.13i3.0007
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/11145
identifier_str_mv 10.5212/PraxEduc.v.13i3.0007
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/11145/209209210243
https://revistas.uepg.br/index.php/praxiseducativa/article/view/11145/209209213134
dc.rights.driver.fl_str_mv Copyright (c) 2018 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Práxis Educativa
eu_rights_str_mv openAccess
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text/xml
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 13 No. 3 (2018); 750-768
Práxis Educativa; Vol. 13 Núm. 3 (2018); 750-768
Práxis Educativa; V. 13 N. 3 (2018); 750-768
Práxis Educativa; v. 13 n. 3 (2018); 750-768
1809-4309
1809-4031
10.5212/PraxEduc.v.13i3
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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