THE (DIS) BELONGING OF DEAF SUBJECTS IN THE SCHOOL ENVIRONMENT “LISTENER”: IDENTITIES, DISCOURSES OF MINORIZATION AND RESISTANCE

Abstract

The (dis) belonging of deaf subjects in the school environment “listener”: identities, discourses of minorization and resistance

This essay is the result of reflections developed during the courses of the Doctorate in Letters course, of the Postgraduate Program in Letters: Language and Identity of the Federal University of Acre / Ufac, specifically from the discussions raised in the subject “Subjects, Cultures and Identities ”, In which considerations about discursive production were presented (ARROYO, 2014, BAUMAN, 2005, CORACINI, 2007, FAIRCLOUGH, 2001, HALL, 1997, LARROSA, 2015) around the insertion of groups, said minorities, which we chose to call them minorized, and produced in school practices in spaces, institutionally, identified as being of inclusion. In this text, in particular, we raise some questions about the identity productions produced by deaf subjects in a school environment dominated by a listening ideology. Based on the authors professional experience and experience with deaf subjects, especially those who are in the process of formal training in schools and at the university (in the Letras-Libras course at Ufac), we have produced some reflections on the educational practices involving these subjects, highlighting some observations about their education over time, enumerating important points of this process, and issues related to school inclusion and the “isolation” of the deaf, as a linguistic minority, which occurs, most of the time, in schools “of the listeners”. In this sense, we produced some considerations about the forms of resistance produced by deaf individuals to insert themselves in an oppressive and homogenizing school space, which resists the insertion of Libras as a language to be used in formal educational environments.