Published Article / This paper aims to describe the state of South African Sign Language (SASL) at the University of the Free State (UFS). It provides background to the development of SASL, the development of Deaf education, the teaching of sign language and sign language interpreting at the UFS, research and community development. SASL is one of the languages offered at the UFS. The University has been involved with ground-breaking research to implement a training course on all levels of tertiary education. Students can complete a degree in sign language and also do postgraduate studies in sign language and sign language interpreting. This article aims to indicate how teaching of SASLas an official language empowers marginalised culture.

Scotland’s oral traditions have received scholarly attention since the 18th Century; however, collection and analysis has exclusively focused on those passed on ‘by word of mouth,’ and the traditional arts of Scotland’s deaf communities have been overlooked. This thesis begins to address this oversight by examining storytelling practices passed on ‘by sign of hand’ in British Sign Language (BSL). Neither fully acculturated to majority society nor ‘foreigners in their own country’ (Murray 2008:102), signing-deaf people have distinct ways of ‘doing’ culture which involve negotiating a bilingual-bicultural continuum between the hearing and deaf worlds. The historical exclusion of signing-deaf culture from conceptualisations of Scotland’s cultural heritage is increasingly being challenged, both overtly and tacitly, through an emergent ‘deaf public voice’ (Bechter 2008:72); in light of this, I consider three case-studies in which BSL storytelling practices have been placed in the public domain. Drawing on fieldwork, interviews and the in-depth analysis of BSL performance-texts, I examine the ways in which signing-deaf biculturality is expressed and performed, and consider the artistry involved in storytelling in a visual-spatial-kinetic language. In so doing, a working methodology is proposed for presenting signed material to non-signers, laying the groundwork for further collection and analysis. Applying Bauman and Murray’s concept of ‘Deaf Gain’ (2009), I argue that the study of this new corpus of oral material has a radical contribution to make to the field of ethnology and folklore, not least in highlighting phonocentric assumptions embedded in the study of oral traditions. I emphasise the extent to which the transmission of culture is predicated on particular ‘techniques of the body’ (Mauss 1973), and argue that, in drawing on different modality-specific affordances, both spoken and signed storytelling should be understood as part of the totality of Scotland’s ‘corp-oral’ traditions through which culture is transmitted ‘by performance of body.’

Many advocates of the deaf fear that a whole generation of deaf children will be lost emotionally, socially, and educationally, this fear stems from the fact that many children who are deaf are not having their linguistic, sociocultural. and communicative needs met at home or at school (King, 1993). Their needs are not met primarily for three reasons. First. the hearing culture is often inaccessible to them because they do not understand most of the spoken language around them. When children lack the communicative abilities to interact with the hearing culture, they can not be expected to be knowledgeable of that culture, to participate in that culture, or to establish an identity as a part of that culture. Secondly, Deaf culture is unknown to many children who are deaf. Ninety percent of children who are deaf are born into hearing families who are unaware of Deaf culture (Moores, 1987). Most children who are deaf and hard of hearing do not know about Deaf culture until they become involved in it through a residential school for the deaf or the Deaf community (Padden & Humphries. 1988). Thirdly. Deaf culture. history. heritage. and American Sign Language are not taught as part of the curriculum in most schools nor in the mainstreamed or self-contained classrooms (Gannon. 1990).

The Deaf Community has faced a great deal of historical oppression from hearing people that still resonates throughout the Community today. Recent literature has acknowledged the disconnect between the Deaf and hearing worlds, particularly in healthcare and education settings. Likewise, there have been many advocacy and service projects and programs to try to improve these situations. However, much of the existing literature and projects have failed to include input from Deaf Community members. As such, hearing perspectives dominate the lives of Deaf individuals. This study examines how the dominant biomedical perspective of deafness affects Deaf individuals’ ability to receive adequate healthcare. Using standard ethnographic methods, including in-depth, open-ended interviews, and immersion in the research population through ongoing participant observation at a Deaf agency and Deaf Community events, this study highlights the perspectives of Deaf Community members themselves. The findings confirm previous studies’ assertions that the dominant biomedical perspective toward deafness negatively affects Deaf people overall, particularly because of communication obstacles and a lack of understanding about Deaf Culture, specifically in the realm of access to biomedical care. This has never been more worrisome for Deaf people in America than in the current unstable political climate that now threatens access to subsidized healthcare, disability services, and legally protected accommodations.

O título da presente Dissertação de Mestrado realizada, na linha de Pesquisa Estudos Culturais em Educação é, Narrativas Identitárias e Educação: Os Surdos Negros na Contemporaneidade. Objetiva investigar questões referentes à “dupla diferença”, tendo, como foco de análise, narrativas de surdos negros e os significados de ser “duplamente diferentes”. Busco nesta pesquisa conhecer as narrativas de surdos negros, concebidos aqui como sujeitos “duplamente diferentes”, pois trazem consigo representações e estereótipos produzidos culturalmente, sendo transmitidas às próximas gerações através da linguagem. Ao realizar as análises busco aporte teórico em autores como Amaral (2004, 1998), Lobo (2008), Skliar (2005), Gallo (2005), Rodrigues (2008) e outros, os quais realizam pesquisas e discussões sobre estas temáticas. A fim de conhecer como os surdos negros se narram, realizo análise dos perfis dos alunos do Curso de Licenciatura em Letras- Libras, turma 2008. Perfis esses que são postados pelos alunos no Espaço Virtual de aprendizagem do Curso. Realizo também, entrevistas com alguns surdos negros, alunos desse Curso e com alunos de escolas de surdos localizadas em Porto Alegre. Durante o texto abordo questões relacionadas à diferença, deficiência, concepções de surdez, cultura(s) surda(s), estereótipos e as desigualdades sociais existentes no Brasil entre negros e brancos. Ao analisar os materiais empíricos foi possível evidenciar que a maioria dos surdos negros entrevistados durante a pesquisa afirma não ter passado por situações em que o preconceito por serem surdos negros foi “escancarado”; no entanto, há aqueles que relatam que já foram discriminados por serem “duplamente diferentes”. Há ainda surdos negros que reconhecem a “dupla diferença”; mas, afirmam que as duas não formam um todo e não constituem uma unidade. Explicam que a dupla diferença é marcada, que o preconceito ocorre sim, mas é algo que não é explícito e não aparece em um único bloco, por serem surdos negros. Mas em alguns momentos e com algumas pessoas o preconceito ocorre porque são surdos; em outros, porque são negros. No que se refere à análise dos perfis, não foi possível encontrar nesse Espaço Virtual perfis em que os alunos se autodeclaram negros. Assim, esse é um local que eles se identificam como surdos somente. Possivelmente há surdos negros, mas não é possível encontrá-los através do perfil. Cabe salientar, que praticamente todos iniciam suas apresentações identificando-se como surdos, sem mencionar a questão da negritude. / The title of this Master's Thesis that was developed on line of Cultural Studies in Education Research is Narratives of Identity and Education: The Deaf and Black people in the Contemporaneity. The main objective is to investigate points regarding the “double difference”, and, as the focus of analysis, narratives of black deaf and meanings of being “doubly different”. In this research I seek to know the stories of black deaf, designed here as subjects “doubly different”, because they bring with them representations and stereotypes culturally produced that are transmitted to subsequent generations through language. When performing analysis on authors, I seek theoretical support in authors such as Amaral (2004, 1998), Lobo (2008), Skliar (2005), Gallo (2005), Rodrigues (2008) and others, which conduct research and discussions on these topics. In order to know how the deaf black are telling about themselves, I perform analysis of the students profiles from the Bachelor Studies of Letras-Libras (Brazilian Sign Language), class 2008. These profiles that are posted by students in the Virtual Learning Space from the Course. I conducted also interviews with some deaf black students in this course and students in deaf schools located in Porto Alegre. In this the text I approach issues related to the difference, disability, conceptions of deafness, culture(s) deaf, stereotypes and social inequalities in Brazil between blacks and whites. When analyzing the empirical material it was possible to show that the majority of deaf black respondents during the survey say they have experienced situations in which prejudice because they are deaf blacks was "wide open"; however, there are those who report that they have been discriminated against for being "doubly different". There is still deaf dark that recognize the "double difference", but they said the two differences do not make a whole and does not constitute a unit. They explain that the double difference is marked, that prejudice is yes, but it is something that is not explicit and does not appear in a single block, being deaf and black. But at some times and some people the bias occurs because they are deaf, and in others because they are black. As regards the analysis of the profiles, we couldn’t find in Virtual Space profiles in which the students call themselves black. So this is a place that they identify themselves as deaf only. Possibly there is black deaf, but you cannot find them through the profile. It should be noted that virtually all presentations start identifying themselves as deaf, not to mention the question of blackness.

O título da presente Dissertação de Mestrado realizada, na linha de Pesquisa Estudos Culturais em Educação é, Narrativas Identitárias e Educação: Os Surdos Negros na Contemporaneidade. Objetiva investigar questões referentes à “dupla diferença”, tendo, como foco de análise, narrativas de surdos negros e os significados de ser “duplamente diferentes”. Busco nesta pesquisa conhecer as narrativas de surdos negros, concebidos aqui como sujeitos “duplamente diferentes”, pois trazem consigo representações e estereótipos produzidos culturalmente, sendo transmitidas às próximas gerações através da linguagem. Ao realizar as análises busco aporte teórico em autores como Amaral (2004, 1998), Lobo (2008), Skliar (2005), Gallo (2005), Rodrigues (2008) e outros, os quais realizam pesquisas e discussões sobre estas temáticas. A fim de conhecer como os surdos negros se narram, realizo análise dos perfis dos alunos do Curso de Licenciatura em Letras- Libras, turma 2008. Perfis esses que são postados pelos alunos no Espaço Virtual de aprendizagem do Curso. Realizo também, entrevistas com alguns surdos negros, alunos desse Curso e com alunos de escolas de surdos localizadas em Porto Alegre. Durante o texto abordo questões relacionadas à diferença, deficiência, concepções de surdez, cultura(s) surda(s), estereótipos e as desigualdades sociais existentes no Brasil entre negros e brancos. Ao analisar os materiais empíricos foi possível evidenciar que a maioria dos surdos negros entrevistados durante a pesquisa afirma não ter passado por situações em que o preconceito por serem surdos negros foi “escancarado”; no entanto, há aqueles que relatam que já foram discriminados por serem “duplamente diferentes”. Há ainda surdos negros que reconhecem a “dupla diferença”; mas, afirmam que as duas não formam um todo e não constituem uma unidade. Explicam que a dupla diferença é marcada, que o preconceito ocorre sim, mas é algo que não é explícito e não aparece em um único bloco, por serem surdos negros. Mas em alguns momentos e com algumas pessoas o preconceito ocorre porque são surdos; em outros, porque são negros. No que se refere à análise dos perfis, não foi possível encontrar nesse Espaço Virtual perfis em que os alunos se autodeclaram negros. Assim, esse é um local que eles se identificam como surdos somente. Possivelmente há surdos negros, mas não é possível encontrá-los através do perfil. Cabe salientar, que praticamente todos iniciam suas apresentações identificando-se como surdos, sem mencionar a questão da negritude. / The title of this Master's Thesis that was developed on line of Cultural Studies in Education Research is Narratives of Identity and Education: The Deaf and Black people in the Contemporaneity. The main objective is to investigate points regarding the “double difference”, and, as the focus of analysis, narratives of black deaf and meanings of being “doubly different”. In this research I seek to know the stories of black deaf, designed here as subjects “doubly different”, because they bring with them representations and stereotypes culturally produced that are transmitted to subsequent generations through language. When performing analysis on authors, I seek theoretical support in authors such as Amaral (2004, 1998), Lobo (2008), Skliar (2005), Gallo (2005), Rodrigues (2008) and others, which conduct research and discussions on these topics. In order to know how the deaf black are telling about themselves, I perform analysis of the students profiles from the Bachelor Studies of Letras-Libras (Brazilian Sign Language), class 2008. These profiles that are posted by students in the Virtual Learning Space from the Course. I conducted also interviews with some deaf black students in this course and students in deaf schools located in Porto Alegre. In this the text I approach issues related to the difference, disability, conceptions of deafness, culture(s) deaf, stereotypes and social inequalities in Brazil between blacks and whites. When analyzing the empirical material it was possible to show that the majority of deaf black respondents during the survey say they have experienced situations in which prejudice because they are deaf blacks was "wide open"; however, there are those who report that they have been discriminated against for being "doubly different". There is still deaf dark that recognize the "double difference", but they said the two differences do not make a whole and does not constitute a unit. They explain that the double difference is marked, that prejudice is yes, but it is something that is not explicit and does not appear in a single block, being deaf and black. But at some times and some people the bias occurs because they are deaf, and in others because they are black. As regards the analysis of the profiles, we couldn’t find in Virtual Space profiles in which the students call themselves black. So this is a place that they identify themselves as deaf only. Possibly there is black deaf, but you cannot find them through the profile. It should be noted that virtually all presentations start identifying themselves as deaf, not to mention the question of blackness.

O título da presente Dissertação de Mestrado realizada, na linha de Pesquisa Estudos Culturais em Educação é, Narrativas Identitárias e Educação: Os Surdos Negros na Contemporaneidade. Objetiva investigar questões referentes à “dupla diferença”, tendo, como foco de análise, narrativas de surdos negros e os significados de ser “duplamente diferentes”. Busco nesta pesquisa conhecer as narrativas de surdos negros, concebidos aqui como sujeitos “duplamente diferentes”, pois trazem consigo representações e estereótipos produzidos culturalmente, sendo transmitidas às próximas gerações através da linguagem. Ao realizar as análises busco aporte teórico em autores como Amaral (2004, 1998), Lobo (2008), Skliar (2005), Gallo (2005), Rodrigues (2008) e outros, os quais realizam pesquisas e discussões sobre estas temáticas. A fim de conhecer como os surdos negros se narram, realizo análise dos perfis dos alunos do Curso de Licenciatura em Letras- Libras, turma 2008. Perfis esses que são postados pelos alunos no Espaço Virtual de aprendizagem do Curso. Realizo também, entrevistas com alguns surdos negros, alunos desse Curso e com alunos de escolas de surdos localizadas em Porto Alegre. Durante o texto abordo questões relacionadas à diferença, deficiência, concepções de surdez, cultura(s) surda(s), estereótipos e as desigualdades sociais existentes no Brasil entre negros e brancos. Ao analisar os materiais empíricos foi possível evidenciar que a maioria dos surdos negros entrevistados durante a pesquisa afirma não ter passado por situações em que o preconceito por serem surdos negros foi “escancarado”; no entanto, há aqueles que relatam que já foram discriminados por serem “duplamente diferentes”. Há ainda surdos negros que reconhecem a “dupla diferença”; mas, afirmam que as duas não formam um todo e não constituem uma unidade. Explicam que a dupla diferença é marcada, que o preconceito ocorre sim, mas é algo que não é explícito e não aparece em um único bloco, por serem surdos negros. Mas em alguns momentos e com algumas pessoas o preconceito ocorre porque são surdos; em outros, porque são negros. No que se refere à análise dos perfis, não foi possível encontrar nesse Espaço Virtual perfis em que os alunos se autodeclaram negros. Assim, esse é um local que eles se identificam como surdos somente. Possivelmente há surdos negros, mas não é possível encontrá-los através do perfil. Cabe salientar, que praticamente todos iniciam suas apresentações identificando-se como surdos, sem mencionar a questão da negritude. / The title of this Master's Thesis that was developed on line of Cultural Studies in Education Research is Narratives of Identity and Education: The Deaf and Black people in the Contemporaneity. The main objective is to investigate points regarding the “double difference”, and, as the focus of analysis, narratives of black deaf and meanings of being “doubly different”. In this research I seek to know the stories of black deaf, designed here as subjects “doubly different”, because they bring with them representations and stereotypes culturally produced that are transmitted to subsequent generations through language. When performing analysis on authors, I seek theoretical support in authors such as Amaral (2004, 1998), Lobo (2008), Skliar (2005), Gallo (2005), Rodrigues (2008) and others, which conduct research and discussions on these topics. In order to know how the deaf black are telling about themselves, I perform analysis of the students profiles from the Bachelor Studies of Letras-Libras (Brazilian Sign Language), class 2008. These profiles that are posted by students in the Virtual Learning Space from the Course. I conducted also interviews with some deaf black students in this course and students in deaf schools located in Porto Alegre. In this the text I approach issues related to the difference, disability, conceptions of deafness, culture(s) deaf, stereotypes and social inequalities in Brazil between blacks and whites. When analyzing the empirical material it was possible to show that the majority of deaf black respondents during the survey say they have experienced situations in which prejudice because they are deaf blacks was "wide open"; however, there are those who report that they have been discriminated against for being "doubly different". There is still deaf dark that recognize the "double difference", but they said the two differences do not make a whole and does not constitute a unit. They explain that the double difference is marked, that prejudice is yes, but it is something that is not explicit and does not appear in a single block, being deaf and black. But at some times and some people the bias occurs because they are deaf, and in others because they are black. As regards the analysis of the profiles, we couldn’t find in Virtual Space profiles in which the students call themselves black. So this is a place that they identify themselves as deaf only. Possibly there is black deaf, but you cannot find them through the profile. It should be noted that virtually all presentations start identifying themselves as deaf, not to mention the question of blackness.

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Made available in DSpace on 2016-07-27T13:52:48Z (GMT). No. of bitstreams: 1 WALERIA BATISTA DA SILVA VAZ MENDES.pdf: 576235 bytes, checksum: 54cd6cf7d42c3b4bf2d711ac78286ab9 (MD5) Previous issue date: 2012-09-14 / This dissertation is part of the research Education, Society and Culture of Post- Graduation Program Stricto Sensu in Education, of Pontificia Universidade Catolica de Goias (PUC Goiás). Analises a gathering of eleven (11) deaf youngsters, in the educational space of the school, Escola Estadual Colemar Natal e Silva, situated in Setor Aeroporto, im Goiania- Goias, seeking to apprehend their characteristiscs as groups in a lifestyle (habitus and lifestyle), in an afirmation movement of a specific culture the Deaf Culture. Using qualitative researching methods, as direct observation, individual interviews, and group debates. Its theoretical referencial is costituted of the following authors: Pierre Bourdieu (1998), Canezin Guimarães (2002), (2007) and (2008),Veiga-Neto (1992), (2002), Hall (1990), (1992),(2000) and (2005) e Wrigley (1996); Silva (1997) and (2003), Behares (2000), Skliar(1998), Sá (1999), (2004) and Perlin (2006-2009). Shows the reality of the students by their social class, space, juvenil condition and tongue, also discusses the multiple processes of representation and marginalization that are imposed and as well part of the deaf comunity, specially related to family, school, self-perception, the fight movements for social and legal rights, to the social networks for new information between others. Special emphasis is given to the importance of the Sign Language in the relationships, deaf identity constitution, and mainly, in development of a Deaf Culture. / Esta dissertação de mestrado faz parte da linha de pesquisa Educação, Sociedade e Cultura do Programa de Pós-Graduação Stricto Sensu em Educação (PPGE) da Pontifícia Universidade Católica de Goiás (PUC Goiás). Analisa um agrupamento de onze jovens surdos do Ensino Fundamental, no espaço educativo da Escola Estadual Colemar Natal e Silva, situada no Setor Aeroporto, em Goiânia GO, buscando apreender as suas características enquanto grupo com modo de vida (habitus e estilo de vida), num movimento de afirmação de uma cultura específica a Cultura Surda. Utiliza os métodos da pesquisa qualitativa, como observação direta, entrevistas individuais e grupo de debates. O seu referencial teórico principal é constituído dos seguintes autores: Pierre Bourdieu (1998), Canezin Guimarães (2002), (2007) e (2008),Veiga-Neto (1992), (2002), Hall (1990), (1992),(2000) e (2005) e Wrigley (1996); Silva (1997) e (2003), Behares (2000), Skliar(1998), Sá (1999), (2004) e Perlin (2006-2009). Apresenta a realidade dos alunos a partir de sua classe social, espaço, condição juvenil e língua e discute os múltiplos processos de representação e marginalização que são impostos e constituem a comunidade surda, especialmente em relação à família, à escola, à autopercepção de si, aos movimentos de luta por direitos sociais e jurídicos, às redes sociais das novas tecnologias da informação, entre outros. Ênfase especial é dada à importância da Língua de Sinais nos relacionamentos, na constituição das identidades surdas, e, principalmente, na elaboração de uma Cultura Surda.

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