The centrality of curriculum on producting deaf identities
Autor(a) principal: | |
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Data de Publicação: | 2009 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/171 |
Resumo: | The study intended to trouble a common school curriculum as an including education place to deaf. The research was undertaken in a common school from the state teaching web in Santa Maria municipality, where a deaf girl is attended at the first grade from fundamental school. The investigation was conducted from direct observation, from a query to the class’s teacher. For such, I took the Curriculum Critical Theory, the Deaf Studies and the Cultural Studies on Education as starting point to verify the connections between identity and power in the common school curricular territory. It is starting from the discontinuity and inversion that I propose to verify the representations entangled in the investigated school curricular discourse from the propositions that took visibility in the enunciation, which constituted the empirical corpus of this research. This study brings the knowledge that inclusion does not regard only to including practices, but to a knowledge web that institutes itself from the power relations representing and positioning the subjects, thus forging their identities. In this context, I do not wish to define a favorable or contrary position to school inclusion, rather, I want to consider the viewpoints through the deaf subjects are looked in this process. |
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The centrality of curriculum on producting deaf identitiesA centralidade do currículo na construção das identidades surdasCurriculumDeaf EducationInclusion.The study intended to trouble a common school curriculum as an including education place to deaf. The research was undertaken in a common school from the state teaching web in Santa Maria municipality, where a deaf girl is attended at the first grade from fundamental school. The investigation was conducted from direct observation, from a query to the class’s teacher. For such, I took the Curriculum Critical Theory, the Deaf Studies and the Cultural Studies on Education as starting point to verify the connections between identity and power in the common school curricular territory. It is starting from the discontinuity and inversion that I propose to verify the representations entangled in the investigated school curricular discourse from the propositions that took visibility in the enunciation, which constituted the empirical corpus of this research. This study brings the knowledge that inclusion does not regard only to including practices, but to a knowledge web that institutes itself from the power relations representing and positioning the subjects, thus forging their identities. In this context, I do not wish to define a favorable or contrary position to school inclusion, rather, I want to consider the viewpoints through the deaf subjects are looked in this process.O presente estudo procurou problematizar o currículo de uma escola comum como espaço de educação inclusiva para surdos. A pesquisa se deu em uma escola comum da rede estadual de ensino na cidade de Santa Maria onde uma aluna surda é atendida na primeira série do ensino fundamental, a partir de observações e de um questionário realizado com a professora da turma. Para a realização deste buscou-se a aproximação da Teoria Crítica do Currículo, dos Estudos Surdos e dos Estudos Culturais em Educação a fim de verificar as conexões entre identidade e poder no território curricular da escola comum. Nesse sentido, este trabalho não deseja colocar-se como verdadeiro ou único ao referir-se aos estudos curriculares e a surdez, apresentando-se como uma possibilidade dentre outras tantas possibilidades de reflexão e análise. Assim, a partir da descontinuidade e da inversão intentou-se verificar as representações que se enredam no discurso curricular da escola investigada a partir das proposições que tomaram visibilidade nas enunciações que constituíram o corpus empírico desta pesquisa. O referente estudo traz o entendimento de que a inclusão não diz respeito apenas a práticas inclusivas, mas a uma rede de saberes que se instituem a partir de relações de poder que representam e posicionam os sujeitos, forjando assim suas identidades. Dessa forma não pretende definir uma posição favorável ou contrária à inclusão escolar, mas busca considerar as perspectivas pelas quais se olha os sujeitos surdos nesse processo. Palavras-chave: Currículo. Educação de Surdos. Inclusão.Universidade Federal de Santa Maria2009-04-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/171Special Education Magazine; Revista Educação Especial, v. 22, n. 33, jan./abr. 2009; 85-96Revista de Educación Especial; Revista Educação Especial, v. 22, n. 33, jan./abr. 2009; 85-96Revista Educação Especial; Revista Educação Especial, v. 22, n. 33, jan./abr. 2009; 85-961984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/171/101Morgenstern, Juliane MarschallCostas, Fabiane Adela Tonettoinfo:eu-repo/semantics/openAccess2016-05-09T14:21:33Zoai:ojs.pkp.sfu.ca:article/171Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-05-09T14:21:33Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The centrality of curriculum on producting deaf identities A centralidade do currículo na construção das identidades surdas |
title |
The centrality of curriculum on producting deaf identities |
spellingShingle |
The centrality of curriculum on producting deaf identities Morgenstern, Juliane Marschall Curriculum Deaf Education Inclusion. |
title_short |
The centrality of curriculum on producting deaf identities |
title_full |
The centrality of curriculum on producting deaf identities |
title_fullStr |
The centrality of curriculum on producting deaf identities |
title_full_unstemmed |
The centrality of curriculum on producting deaf identities |
title_sort |
The centrality of curriculum on producting deaf identities |
author |
Morgenstern, Juliane Marschall |
author_facet |
Morgenstern, Juliane Marschall Costas, Fabiane Adela Tonetto |
author_role |
author |
author2 |
Costas, Fabiane Adela Tonetto |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Morgenstern, Juliane Marschall Costas, Fabiane Adela Tonetto |
dc.subject.por.fl_str_mv |
Curriculum Deaf Education Inclusion. |
topic |
Curriculum Deaf Education Inclusion. |
description |
The study intended to trouble a common school curriculum as an including education place to deaf. The research was undertaken in a common school from the state teaching web in Santa Maria municipality, where a deaf girl is attended at the first grade from fundamental school. The investigation was conducted from direct observation, from a query to the class’s teacher. For such, I took the Curriculum Critical Theory, the Deaf Studies and the Cultural Studies on Education as starting point to verify the connections between identity and power in the common school curricular territory. It is starting from the discontinuity and inversion that I propose to verify the representations entangled in the investigated school curricular discourse from the propositions that took visibility in the enunciation, which constituted the empirical corpus of this research. This study brings the knowledge that inclusion does not regard only to including practices, but to a knowledge web that institutes itself from the power relations representing and positioning the subjects, thus forging their identities. In this context, I do not wish to define a favorable or contrary position to school inclusion, rather, I want to consider the viewpoints through the deaf subjects are looked in this process. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-04-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/171 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/171 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/171/101 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 22, n. 33, jan./abr. 2009; 85-96 Revista de Educación Especial; Revista Educação Especial, v. 22, n. 33, jan./abr. 2009; 85-96 Revista Educação Especial; Revista Educação Especial, v. 22, n. 33, jan./abr. 2009; 85-96 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
_version_ |
1799944198151995392 |