Young deaf children in early childhood education: discussion over hearing-ization processes and practices in an inclusion context

• Autor(a) principal: Carvalho Palomo Fernandes, Carolina
• Data de Publicação: 2023
• Outros Autores: Fernandes, Sueli, Scalabrin Coutinho, Angela
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Signo (Santa Cruz do Sul. Online)
• Texto Completo: https://online.unisc.br/seer/index.php/signo/article/view/18740
• topic: Deaf Child; Hearing-ization; Audism; Early Childhood Education; School inclusion; Criança Surda; Ouvintização; Ouvintismo; Educação Infantil; Inclusão escolar

In this article, we present the results of an ethnographic study on hearing-ization practices with deaf children in Early Childhood Education, in an inclusion context. The discussion aims to understand the processes of the hearing norm constitution in the inclusion of young deaf children in an institution of Early Childhood Education, in Curitiba. The study seeks to propose a reflection on a new analytical conceptual category - the hearing-ization - that is meant to refer to the naturalization of the hearing standard in those social processes and strategies that privilege the hearing people and their oral-auditory culture as the norm, dialoguing with concepts from the Sociology of Childhood and Deaf Studies in Education. The ethnography recorded in field notes, involved photographic material of the context of a Municipal Early Childhood Education Center (in Portuguese, CMEI - Centro Municipal de Educação Infantil), and notes of informal conversations with the teachers and the children. The results showed that hearing-ization is present in practices that overvalue and naturalize symbols and in educational experiences focusing on the oral-auditory culture that make deaf children and their visual communication experiences invisible. The hearing norm and privilege is evident in the educational-pedagogical experiences, in the countless material and symbolic advantages that reiterate the prominence and positivity of hearing and speaking, in the practices of educating and caring in Early Childhood Education.