Não basta ser surdo para ser professor : as práticas que constituem o ser professor surdo no espaço da inclusão

• Autor(a) principal: Carvalho, Daniel Junqueira
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/8656
• topic: Deaf teacher; Inclusion; Government policies; Subjectivation; Being deaf; Professor surdo; Inclusão; Práticas de governamento; Subjetivação; Ser surdo; Educação; Inclusão em educação; Subjetividade; Surdos - Educação; 37

The main argument of this essay is that it is not enough to be deaf to be a teacher. Be deaf can not be the ONLY condition for the individual may advocate to himself the LIBRAS education. We must admit another language to think teaching of the deaf individual otherwise. The idea is to purpose that the word DEAF does not adjectivize the teacher, but to be a noun, and that teaching can be an occupation between others possibles. In other words, ―the deaf that is a teacher‖ and not ―deaf teacher‖. Despite this condition works in favor to the insertion of deafs in this field, it can not simplify teaching qualification. It must requires the teacher role above being deaf. One of the questions in this essay works in how the State is trying to incorporate the deafs in schools using inclusion politics. It also analyzes the history under the view that how, in our time, it‘s possible to educate deaf people to be LIBRAS teachers, and investigate the facts that established the State concerns in governing the deafs by using the identity in the exercise of teaching that enabled investments in education and compulsory hiring. And aldo, how deaf teachers are hired to occupy the specified spaces of inclusion, like the ―atendimento educacional especializado‖ (AEE) to deaf students. Starting from the methodological theoretical perspective inspired in the Foucault studies, this essay approaches the governmentality concept in two different analytical view: government policies and subjectivation. These policies were used in this research to identify the inclusion field where the State governs the deaf teachers, leading them to the LIBRAS teaching area. This essay methodology involves the analysis of deaf teachers experiences using three main analysis branches, like the resistant subjectivity, the salvationist subjectivity and the teaching subjectivity. This paper purpose as conclusion a new look to the LIBRAS teacher role and to arouse deaf students concern on the content and not on the identity of being deaf.