Inclusão de alunos surdos em uma escola comum da zona norte de Manaus: uma análise discursiva

Abstract

Education can be perceived as a process surrounded by plurality and multiplicity, it is a fact that the classroom is a very diverse space and this is made possible through the entry of new subjects in the school environment and one of them is the member of the Deaf community. For the acceptance of the Deaf, the institution responsible for the school vehicle called Education had to restructure itself, and with this imprint a movement is formed involving school, methodologies and the legislative canon that currently guarantee the universal right to the Deaf, which is access and permanence in the school institution. Thus, this research aims to analyze the effects of meanings on educational inclusion for Deaf people within a common school in the northern part of the city of Manaus. For this, a historical contextualization of educational approaches for the deaf will be carried out; characterization of current educational policies for the deaf, as well as their impact on the education of these students; as well as the study, from the perspective of French-line discourse analysis, of the discourses on educational inclusion for the deaf in the regular education system. This is a qualitative research, the corpus is constituted by the speeches produced by deaf students and non-deaf high school teachers from a common school in the north of Manaus. For data collection, conversation circles were made with deaf students from each year of high school and a conversation circle with the teachers of these students. The analytical theory of this work is based on the French Discourse Analysis. Studies by authors on deaf education and sign language such as Quadros (2006), Strobel (2008) and Lodi (2016) were also used, as well as legislation that addresses education for the deaf. Studies by authors on Discourse Analysis such as Pêcheux (1997), Fuchs and Pêcheux (2010) and Orlandi (2013) were also used. The results demonstrate that in the same school space different discursive formations (DF's) circulate on the inclusion of deaf students and that these DF's are the result of ideological formations that challenge each subject.