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This study surveyed Teachers of the Deaf in New Zealand who worked with a year 4 or year 8 student in 2006. The aim was to establish which assessments these teachers used and the extent to which the assessments influenced the IEP process and the teacher’s daily practice. The question was raised as to which assessments might provide reliable valid data to track the development of deaf and hearing-impaired students in New Zealand. The key findings from the study included that Teachers of the Deaf use assessments commonly used in deaf education more often than classroom assessments, but do make significant use of running records as well. There were differences between the two Deaf Education Centres use of assessment, and also disparity in the ways teachers arrive at assessment decisions such as allocating a curriculum level to a learning area. There was variance between the assessments used by a Teacher of the Deaf working in a satellite classroom, and the assessments completed by itinerant Resource Teachers of the Deaf. There appeared to be deaf students on Resource Teacher of the Deaf caseloads who were not assessed in mathematics by either the class teacher or the Teacher of the Deaf and the level of support by Teachers of the Deaf in mathematics is low. From within the complex picture of the assessment landscape for deaf students there are a number of signposts for future direction suggested by this study. These are: the need for a national assessment policy for deaf students; the need for data to be gathered nationally about the achievement of deaf students; sustained professional development around Teacher of the Deaf, common classroom assessments and national assessment tools; a closer look at the marking guidelines for Formal Retells and the need for student self-assessment practices to be further encouraged.

Before 1920, the deaf of Montreal share with their counterparts elsewhere a common experience of residential schooling and training in manual trades, which introduced them to other deaf people and led to their socialising. In countries such as France and the United States in the latter half of the nineteenth century, the deaf were encouraged to be active members of political and social movements. There was no such activism evident in the deaf of Montreal. At the end of the nineteenth century, a deaf culture was visible in the U.S. and France, but despite the presence of three schools for the deaf in Montreal, no such culture seems to have existed at that time. / Deaf education in Montreal was carried out according to recognised teaching methods, and its teachers were part of a network of educators of the deaf abroad. Local influences unique to Montreal, such as religion and budding national and linguistic pride, however, changed the experience of both educators and the deaf. The bilingual character of the city, as well as the existence of two main Christian religions gave deaf life a different flavour. Historical narratives of deaf oppression at the hands of hearing educators common in France and the United States do not apply to the Montreal experience. / In many ways, deaf associative life in Montreal depended on the involvement of hearing educators. Experiences were different for Catholics and for Protestants, as well as for men and for women. The most prominent deaf association was made up of Catholic men, who joined an alumni association, the Cercle Saint-Francois-de-Sales, and started a newspaper destined not only for deaf Catholic men and women, but also for a readership consisting of the hearing. Their association also developed support networks for those deaf who suffered from economic and social disadvantage. / This association took on much of the ideological character of French-Canadian society, and was supported by the Catholic clergy. Its national and religious character was paramount and welcomed all members of the deaf family, which extended beyond audiological deafness to anyone interested in the deaf. Rather than participating in the deaf discourse in the United States or France, this association took on characteristics of the greater French-Canadian Catholic cultural group of which it was a part. / This thesis examines the conditions that led to these differences in the Montreal deaf experience between 1880 and 1920. It is concerned with the emergence of deaf networks of sociability and solidarity connected with Montreal's schools for the deaf and how such networks were made possible by the involvement of their educators. By examining the intellectual, religious, and national elements that gave rise to these deaf networks, this work aims at understanding the social dynamics steering Quebec society at the turn of the twentieth century.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study has aimed at problematizing the discourses of teacher education in/of diversity policies and their effects on the constitution and governing of teachers of deaf students. A set of analysis tools extracted from Foucauldian Education Studies has been used, mainly those that are close to post-structuralist researches, as well as some contributions of Zigmunt Bauman. The material of analysis has been the policy of education of teachers of deaf students in the inclusion context, particularly Material de Formação Docente do Projeto Educar na Diversidade (BRASIL, 2005), the volume Saberes e Práticas da inclusão desenvolvendo competências para o atendimento às necessidades educacionais de alunos surdos (BRASIL, 2006a), and Educação Infantil: Saberes e Práticas da Inclusão Dificuldades de Comunicação e Sinalização: Surdez (6) (BRASIL, 2006b). By explaining the movement of teacher education in the diversity logic as a teacher governmentality device, this investigation has aimed at contributing to the understanding of how the neoliberal rationality has crossed this project, constituting teachers of deaf students within a technology that operates both the governing of others and self-governing, having tolerance and polyvalence as two of their main articulations. Both the triggering of techniques of prescription and the characterization of deaf students as exotic (activated by the incorporation of polyvalence into expertise in teachers work) have been considered, aligned with practices of teachers sensitization and engagement (invested by the moral regime of tolerance), in a sort of risk prevention policy: the risk of teachers facing deaf students in their classes and not knowing how to act, how to teach them, how to approach them. It has been possible to trace an analogy to Bauman s claims that tourists are post-modernity heroes. Besides, a sort of touristic regime in teachers education for inclusion has been noticed. Being a tourist-teacher, in this sense, is to be errant, mutable, an entrepreneur of their own conduct in trips throughout territories that were previously unknown by the diversity subjects. Hence, this research has aimed at problematizing political maneuvers involved in teachers education for diversity, in the sense of producing and governing teachers of deaf students that are interesting to the neoliberal machine: flexible, polyvalent, committed, self-managed, and tolerant. / Este estudo se propôs a problematizar os discursos da formação docente nas/das políticas de diversidade e seus efeitos na constituição e governamento dos professores de surdos. Para tanto, utilizou-se um conjunto de ferramentas de análise extraídas do campo dos Estudos Foucaultianos em Educação, principalmente aquelas que estão próximas das pesquisas de tendência pós-estruturalista, bem como algumas contribuições do pensamento de Zigmunt Bauman. Tomou-se como materialidade a política de formação de professores de surdos no contexto da inclusão, mais especificamente, o Material de Formação Docente do Projeto Educar na Diversidade (BRASIL, 2005), o volume Saberes e Práticas da inclusão: desenvolvendo competências para o atendimento às necessidades educacionais de alunos surdos (BRASIL, 2006a) e a publicação Educação Infantil: Saberes e Práticas da Inclusão Dificuldades de Comunicação e Sinalização: Surdez (6) (BRASIL, 2006b). Ao explicar o movimento da formação docente na lógica da diversidade como dispositivo de governamentalidade do professor, esta investigação pretendeu contribuir para o entendimento de como a racionalidade neoliberal cruza esse projeto, constituindo o docente de surdos no interior de uma tecnologia que opera o governamento dos outros e o autogovernamento, tendo na tolerância e na polivalência duas das suas principais dobradiças. Para tanto, verificou-se o acionamento de técnicas de prescrição e exotização do estudante surdo (acionadas pela incorporação da polivalência à expertise na atuação do professor), alinhadas a práticas de sensibilização e engajamento docente (investidas pelo regime moral da tolerância), numa espécie de política de contenção do risco: o risco de os docentes depararem-se com alunos surdos em suas aulas e não saberem como proceder, como educá-los, como se dirigir a eles. Tudo isso posto, foi possível traçar uma analogia com o pensamento de Bauman, que posiciona os turistas como os heróis da pós-modernidade. Também na formação docente para a inclusão, é possível notar uma espécie de regime turístico. Ser um professor turista, nessa tônica, é ser errante, mutável, empresário da própria conduta nas viagens pelos territórios antes desconhecidos dos sujeitos da diversidade. Assim, esta pesquisa pretendeu problematizar as manobras políticas implicadas na formação docente para a diversidade, no sentido de fabricar e governar o professor de surdos interessante à engrenagem neoliberal: flexível, polivalente, engajado, autogerenciado e tolerante.

Esta dissertação analisa as estratégias de governamento dos sujeitos surdos na e para a inclusão escolar. O corpus da investigação foi constituído de documento produzido pela comunidade surda e documentos legais do Ministério da Educação e Cultura (MEC) referentes à educação de surdos e à educação inclusiva, compreendendo o recorte temporal de uma década – período de 1999 a 2009. Dentre os documentos analisados estão: A educação que nós surdos queremos (1999), a Lei Nº 10172 de 09 de Janeiro de 2001 que aprova o Plano Nacional de Educação (2001-2010), o Decreto 5626 de 22 de Dezembro de 2005 que regulamenta a Lei Nº 10436 de 24 de Abril de 2002 que dispõe sobre a Língua Brasileira de Sinais – LIBRAS, a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (2008), entre outros. Como referencial teórico-metodológico, utilizo as produções de Michel Foucault e outros autores pós-estruturalistas que me auxiliam nas análises dos documentos e das estratégias que deles resultam para o governamento dos surdos na Contemporaneidade no Brasil. Como ferramenta analítica utilizo a noção de governamento, especialmente produtiva e útil ao trabalho proposto. Entendo a inclusão escolar dos sujeitos surdos como uma estratégia de governamento que contribui para o funcionamento de uma racionalidade econômica neoliberal e que convoca a todos para participarem do jogo do mercado. Nesse jogo, cada um é empresário de si e joga conforme suas fichas lhe permitem. Dito de outra forma, na proposta de inclusão escolar dos sujeitos surdos as condições de acesso e de participação encontram-se dadas pela garantia legal de profissionais docentes e tradutores/intérpretes proficientes na Língua de Sinais, mas cabe a cada surdo gerir e operacionalizar sua participação no jogo concorrencial que consubstancia mercado e educação. A partir disso, vejo sendo operadas diferentes estratégias de governamento dos surdos no campo educacional contemporâneo, dentre elas, destaco as estratégias de acessibilidade para a constituição de condutas surdas participativas e as estratégias de governamento pela certificação e difusão do uso da Libras. / This work analyzes strategies that have ruled deaf subjects both in and for school inclusion. The corpus of this investigation consists of a document produced by the deaf community and official documents of the Ministry of Education and Culture (MEC) concerning deaf education and inclusive education in a one-decade period – from 1999 to 2009. Some of the documents analyzed are the following: The education that we, the deaf, want (1999); Act nr. 10172, from January 9th, 2001, which approved the National Education Planning (2001-2010); Decree 5626, from December 22nd, 2005, which regulates Act nr. 10436, from April 24th, 2002, presenting the Brazilian Sign Language (Libras); and the National Policy of Special Education in the Inclusion Education Perspective (2008). As theoretical-methodological references, I have used productions by Michel Foucault and other post-structuralist authors that have contributed to the analysis of both the documents and the strategies resulting from them that seek to govern the deaf in Brazil in contemporaneity. A analytical tool, I have used the notion of governing, which were specially productive and useful to this work. I understand school inclusion of deaf subjects as a strategy that both contributes to the functioning of a neoliberal economic rationale and invites everybody to participate in the market game. In this game, individuals are their own entrepreneurs and play according to their possibilities. In other words, in the proposal for school inclusion of deaf subjects, their conditions of access and participation are established through the legal guarantee of teachers and interpreters that are proficient in Sign Language, but it behooves each deaf individual to manage and exert his/her participation in a competitive game that matches market with education. It is possible to see different strategies that govern the deaf operating in the contemporary education field; among them, I would highlight governing strategies for the constitution of participative deaf conducts, and governing strategies that operate through both the certification and the dissemination of the Brazilian Sign Language.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-28T18:16:16Z No. of bitstreams: 2 greyd_cardoso_mattos.pdf: 642059 bytes, checksum: 0515f2d652ee7811284f150259762eab (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-07-03T13:58:31Z (GMT) No. of bitstreams: 2 greyd_cardoso_mattos.pdf: 642059 bytes, checksum: 0515f2d652ee7811284f150259762eab (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-03T13:58:31Z (GMT). No. of bitstreams: 2 greyd_cardoso_mattos.pdf: 642059 bytes, checksum: 0515f2d652ee7811284f150259762eab (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016 / O Governo Federal instituiu em julho de 2012 o programa de forma??o continuada para professores alfabetizadores, intitulado ?Pacto Nacional pela Alfabetiza??o na Idade Certa? com o objetivo principal de garantir a alfabetiza??o de todas as crian?as at? os oito anos de idade. Esse Programa teve in?cio em 2013 e, em sua estrutura??o, as universidades parceiras foram respons?veis pela forma??o dos orientadores de estudos que, por sua vez, formavam os professores alfabetizadores em seus respectivos munic?pios, em encontros mensais de 8 horas. Toda a forma??o foi baseada nos Cadernos de Forma??o distribu?dos pelo Minist?rio da Educa??o (MEC) a todos os participantes do Programa. Tendo como refer?ncia o objetivo principal do Programa e o processo de inclus?o de surdos na rede regular de ensino, surgiu o problema deste trabalho: o ?Pacto Nacional pela Alfabetiza??o na Idade Certa? subsidiou a forma??o de professores alfabetizadores de surdos? Esta pesquisa ? de natureza qualitativa e foi realizada por meio de levantamento bibliogr?fico e an?lise documental pelo m?todo de An?lise do Conte?do. Durante a constru??o do referencial te?rico, buscou-se investigar e discutir a forma??o de professores no Brasil a partir da Lei de Diretrizes e Bases da Educa??o Nacional e o processo de inclus?o educacional do surdo no ensino regular. A partir dessa etapa, foram criadas tr?s categorias de an?lise que subsidiaram a investiga??o dos Cadernos de Forma??o: Educa??o inclusiva, Surdez e Alfabetiza??o de surdos. Os resultados da pesquisa demonstram que o Programa n?o ofereceu uma forma??o que atendesse ?s necessidades dos professores alfabetizadores de surdos. Nesse sentido, seu objetivo principal n?o alcan?ou todas as crian?as. ? sabido que o processo de inclus?o de surdos na rede regular de ensino n?o ? algo simples, contudo, se ele existe, ? preciso criar estrat?gias para ele se realizar efetivamente. Caso contr?rio, se transforma em exclus?o. Desse modo, o poder p?blico deve criar mecanismos para melhorar esses tipos de programas e proporcionar uma forma??o continuada aos professores, garantindo a inclus?o de alunos surdos na rede regular de ensino. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / The Federal Government created in July 2012 the permanent training program for literacy teachers entitled ?Pacto Nacional pela Alfabetiza??o na Idade Certa? (National Pact for Literacy in the Proper Age) with the main objective to ensure literacy for all children until eight years old. This program began in 2013 and the partner universities were responsible to form the studies of the supervisors and they were responsible to train the teachers in their respective cities, in monthly meetings with 8 hours. All training was based on the Training Books distributed by the Ministry of Education (MEC) to all participants of the program. According to the main objective of this program and the inclusion process of the deaf in the regular school system, the problem of this study appeared: the ?Pacto Nacional pela Alfabetiza??o na Idade Certa? formed teachers to the deaf inclusion? This research is classified as qualitative and was conducted through a literature review and document analysis known as Content Analysis method. During the composing of the theoretical framework, we try to investigate and discuss the training of teachers in Brazil from the ?Lei de Diretrizes e Bases da Educa??o Nacional? (Law of Guidelines and Bases of National Education) and the process of education of the deaf inclusion in elementary education. From this step, three categories of analysis to support the investigation of Training Books were created: Inclusive Literacy, Deafness and Deaf Literacy. The research results show that the program did not offer an education that meets the needs of the teachers of the deaf. Therefore, its main objective has not achieved all children. We know that the process of inclusion of deaf people in regular education is not something simple, however, if it exists, we must create strategies to make it effectively. Otherwise, it will be an exclusion. Thus, the government has to create mechanisms to improve this kind of programs and provide a permanent training for teachers, ensuring the inclusion of deaf students in regular schools.

Data de aprova??o retirada da vers?o impressa do trabalho. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-01-29T18:52:49Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maraisa_kissila_oliveira_fernandes.pdf: 2464702 bytes, checksum: a32f4f5b64c8ea5c7080480411b8e1d5 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-01-30T10:47:20Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maraisa_kissila_oliveira_fernandes.pdf: 2464702 bytes, checksum: a32f4f5b64c8ea5c7080480411b8e1d5 (MD5) / Made available in DSpace on 2018-01-30T10:47:21Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maraisa_kissila_oliveira_fernandes.pdf: 2464702 bytes, checksum: a32f4f5b64c8ea5c7080480411b8e1d5 (MD5) Previous issue date: 2017 / No atual contexto, a legisla??o brasileira tem procurado proteger e garantir uma educa??o inclusiva, para que todos os alunos, independente de diferen?as, tenham acesso ? educa??o de qualidade, por?m, a pr?tica cotidiana nem sempre se desenvolve como o estabelecido nas pol?ticas p?blicas. Apesar do crescimento da educa??o inclusiva e do ?reconhecimento? da cultura surda e de amparos legais, estudos apontam a ocorr?ncia do fracasso escolar de alunos surdos. Esta pesquisa teve como foco a inclus?o escolar de alunos surdos, com o objetivo de analisar se e como tal processo ocorre em uma escola p?blica da cidade de Diamantina. Tendo em vista tal questionamento, apresentou como objetivos espec?ficos: (i) averiguar se e como a inclus?o de surdos se d? na escola; (ii) identificar como a inclus?o tem sido tratada nos documentos da escola que institucionalizam o atendimento a pessoas com defici?ncia; e (iii) desvelar o di?logo existente entre os documentos orientadores da a??o inclusiva dos docentes na escola e a organiza??o de pr?ticas pedag?gicas. Para responder aos objetivos deste estudo, foi realizada uma pesquisa qualitativa de dados produzidos atrav?s de an?lise documental, observa??es e entrevista. Posteriormente, foram realizadas a an?lise de conte?do dos documentos selecionados da escola pesquisada e a constru??o de categorias dos dados emp?ricos produzidos. Foram produzidas seis subcategorias, a partir dos documentos selecionados. Tais subcategorias embasaram a constru??o de cinco categorias que organizaram as informa??es e as falas presentes nos materiais de pesquisa (extratos das entrevistas e di?rios de campo). Dessa forma, foi poss?vel constatar, no que tange ? inclus?o de alunos surdos na escola pesquisada, al?m das dificuldades relacionadas ? educa??o inclusiva de modo geral, outros problemas e peculiaridades tais como a falta de forma??o de profissionais, a dificuldade de aplica??o de pr?ticas pedag?gicas diferenciadas e a n?o implanta??o de a??es previstas nos documentos norteadores da escola. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / In the current context, Brazilian legislation has attempted to protect and guarantee inclusive education so that all students, independent of differences, have access to quality education, however, the daily practice does not always develop like established in public policies. Despite the growth of inclusive education and the ?recognition? of deaf culture and legal support, studies point out the occurrence of the school failure of deaf students. This research focused the school inclusion of deaf students, with the goal of analyzing whether and how such process occurs in a public school of the town of Diamantina. Bearing in mind such question, it presented as specific objectives: (i) determine whether and how the inclusion of deaf people occurs at school; (ii) identify how inclusion has been treated on documents of the school which institutionalizes the service to disabled people; and (iii) unveal the dialogue between the guidelines of inclusive action of the teachers at school and the organization of pedagogical practices. To answer the goals of this study, a qualitative research was fulfilled through document review, observations and interviews. Subsequently, analyses of contents of selected documents of the studied school were performed as well as the construction of categories of output empiric data. Six sub-categories emerged from the selected documents. Such categories based the development of five other categories which organized information and present speeches in the research material (extracts of interviews and field diaries). Therefore, it was possible to confirm, on inclusion of deaf students matters at the studied school, beyond difficulties related to inclusive education in general, other problems and peculiarities such as the lack of training of professionals, difficulty on application of differentiated pedagogical practices and the non-implementation of envisaged actions in the guidelines of the school.

Esta dissertação analisa as estratégias de governamento dos sujeitos surdos na e para a inclusão escolar. O corpus da investigação foi constituído de documento produzido pela comunidade surda e documentos legais do Ministério da Educação e Cultura (MEC) referentes à educação de surdos e à educação inclusiva, compreendendo o recorte temporal de uma década – período de 1999 a 2009. Dentre os documentos analisados estão: A educação que nós surdos queremos (1999), a Lei Nº 10172 de 09 de Janeiro de 2001 que aprova o Plano Nacional de Educação (2001-2010), o Decreto 5626 de 22 de Dezembro de 2005 que regulamenta a Lei Nº 10436 de 24 de Abril de 2002 que dispõe sobre a Língua Brasileira de Sinais – LIBRAS, a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (2008), entre outros. Como referencial teórico-metodológico, utilizo as produções de Michel Foucault e outros autores pós-estruturalistas que me auxiliam nas análises dos documentos e das estratégias que deles resultam para o governamento dos surdos na Contemporaneidade no Brasil. Como ferramenta analítica utilizo a noção de governamento, especialmente produtiva e útil ao trabalho proposto. Entendo a inclusão escolar dos sujeitos surdos como uma estratégia de governamento que contribui para o funcionamento de uma racionalidade econômica neoliberal e que convoca a todos para participarem do jogo do mercado. Nesse jogo, cada um é empresário de si e joga conforme suas fichas lhe permitem. Dito de outra forma, na proposta de inclusão escolar dos sujeitos surdos as condições de acesso e de participação encontram-se dadas pela garantia legal de profissionais docentes e tradutores/intérpretes proficientes na Língua de Sinais, mas cabe a cada surdo gerir e operacionalizar sua participação no jogo concorrencial que consubstancia mercado e educação. A partir disso, vejo sendo operadas diferentes estratégias de governamento dos surdos no campo educacional contemporâneo, dentre elas, destaco as estratégias de acessibilidade para a constituição de condutas surdas participativas e as estratégias de governamento pela certificação e difusão do uso da Libras. / This work analyzes strategies that have ruled deaf subjects both in and for school inclusion. The corpus of this investigation consists of a document produced by the deaf community and official documents of the Ministry of Education and Culture (MEC) concerning deaf education and inclusive education in a one-decade period – from 1999 to 2009. Some of the documents analyzed are the following: The education that we, the deaf, want (1999); Act nr. 10172, from January 9th, 2001, which approved the National Education Planning (2001-2010); Decree 5626, from December 22nd, 2005, which regulates Act nr. 10436, from April 24th, 2002, presenting the Brazilian Sign Language (Libras); and the National Policy of Special Education in the Inclusion Education Perspective (2008). As theoretical-methodological references, I have used productions by Michel Foucault and other post-structuralist authors that have contributed to the analysis of both the documents and the strategies resulting from them that seek to govern the deaf in Brazil in contemporaneity. A analytical tool, I have used the notion of governing, which were specially productive and useful to this work. I understand school inclusion of deaf subjects as a strategy that both contributes to the functioning of a neoliberal economic rationale and invites everybody to participate in the market game. In this game, individuals are their own entrepreneurs and play according to their possibilities. In other words, in the proposal for school inclusion of deaf subjects, their conditions of access and participation are established through the legal guarantee of teachers and interpreters that are proficient in Sign Language, but it behooves each deaf individual to manage and exert his/her participation in a competitive game that matches market with education. It is possible to see different strategies that govern the deaf operating in the contemporary education field; among them, I would highlight governing strategies for the constitution of participative deaf conducts, and governing strategies that operate through both the certification and the dissemination of the Brazilian Sign Language.

Com o intuito de ampliar as reflexões sobre a variabilidade de opções pedagógicas que podem ser disponibilizadas aos alunos surdos no ensino comum, o trabalho desenvolvido nesta dissertação de mestrado tem como objetivo descrever e analisar o Atendimento Educacional Especializado oferecido a tais alunos em uma escola municipal de Ensino Médio. As questões que nortearam o referido estudo foram: Como se constituiu o Atendimento Educacional Especializado para alunos surdos e que profissionais estavam habilitados a prestar esse serviço? Quais eram os objetivos desse serviço de apoio e como era feito o seu planejamento? Em um contexto em que o Atendimento Educacional Especializado se desenvolveu de forma múltipla, quais são os efeitos e os possíveis beneficiários desse trabalho? Estas questões embasaram a análise do movimento institucional organizado e vivenciado pelos gestores da Secretaria Municipal de Educação de um município da região metropolitana de Porto Alegre/RS, pelos membros da equipe diretiva, professores e alunos da escola municipal de Ensino Médio onde o referido projeto foi implantado. Com base nas reflexões do pensamento sistêmico propostas por Gregory Bateson e Humberto Maturana, este estudo foi conduzido por meio da pesquisa qualitativa, priorizando a processualidade do trabalho investigativo, contemplando a subjetividade do pesquisador, dos sujeitos e o contexto no qual estavam inseridos. Nesta perspectiva, os dados do presente trabalho foram coletados com a utilização dos seguintes instrumentos metodológicos: observação participante, análise de documentos, e entrevista semi-estruturada. No que se refere à organização geral do projeto, mereceu destaque a implantação de espaços variados que combinavam a presença de alunos surdos e alunos ouvintes sendo atendidos por diferentes profissionais especialistas em educação de surdos, demonstrando que o Atendimento Educacional Especializado pode ser múltiplo e plural. O desenvolvimento da pesquisa acabou retratando que, se por um lado, havia o reconhecimento de que os alunos surdos possuíam necessidades lingüísticas diferentes e que, por isso, precisavam ser atendidos em alguns momentos separados dos ouvintes, por outro lado, o projeto de inclusão nos indicou que a convivência e a experiência de participar de grupos nos quais há o desafio da Língua Portuguesa, da LIBRAS e de outras formas de comunicação pode ser rica para os alunos surdos, para os alunos ouvintes e para os demais integrantes da comunidade escolar. Os resultados da presente investigação fortalecem a compreensão de que a escola comum, ao repensar e redimensionar suas práticas, deve ser a melhor opção para a educação de todos os alunos. / In order to deepen the discussion about the variability of pedagogical options that may be made available to deaf students in regular schools, the work developed in the present master's thesis aims to characterize and analyze the Specialized Educational Services provided to such students in a public High School. The questions that guided this study were: What did the Specialized Educational Services provided to deaf students include, and what professionals were entitled to provide these services? What was the goal of these services, and how was the planning undertaken? In a context in which Specialized Educational Services have developed in multiple ways, what are the outcomes, and who are the possible beneficiaries of this work? Those questions underlay the analysis of the institutional movement organized and experienced by the managers of the Municipal Secretariat of Education of a municipality in the metropolitan region of Porto Alegre/RS (Brazil), and by members of the management team, teachers and students of the public High School where the project was put into operation. Based on concepts of systemic thinking, proposed by Gregory Bateson and Humberto Maturana, the present study was conducted by means of qualitative research, giving priority to the procedural character of investigative work, taking into consideration the subjectivity of the researcher and participants, and the context in which they were set. In this perspective, data were collected by using the following methodological tools: participant observation, document analysis, semi-structured interview and questionnaire. Regarding the general organization of the project, we must highlight the implementation of varied spaces that brought together deaf and hearing students professionally assisted by a wide range of specialists in deaf education, which illustrates that Specialized Educational Services can be multiple and plural. Throughout this research, we observed that, on the one hand, deaf students are agreed to have different linguistic needs and, because of that, they should at times be given individual assistance, on the other hand, the inclusion project in question gave evidence that sharing and participating in groups challenged by the Portuguese language, the Brazilian Sign Language, and other forms of communication, can be enriching to deaf students, hearing students, and other members of the school community. The outcomes of the present research reinforce the idea that regular schools are the best choice for the education of every student, for they somehow rethink and remodel their practices.

Este estudo aborda o jogo da flutuação das representações e dos discursos em textos cinematográficos e em textos surdos: num primeiro momento, investigo como a alteridade surda é narrada/produzida/inventada/incluída e excluída em filmes que focalizam a surdez e os/as surdos/as e, num segundo, analiso como ocorrem as interpelações dos filmes em um grupo de sujeitos surdos universitários. O alicerce teórico e as ferramentas metodológicas estão nos Estudos Culturais e no pensamento de Michel Foucault, a partir dos quais utilizo os entendimentos de discurso, representação, cultura, pedagogia cultural, interpelação, produção de significados, entre outros. A perspectiva analítica dos Estudos Culturais toma a cultura e os artefatos culturais como práticas de significação, não fazendo distinção entre alta-cultura e baixa-cultura. Michel Foucault oferece ferramentas teóricas e metodológicas com as quais podemos analisar o discurso como prática. O resultado das análises dos textos cinematográficos é apresentado através de um conjunto de lições, as quais foram organizadas pela recorrência das representações e dos discursos que compõem os filmes. Não se trata de verificar o que está “por trás” do que é dito, nem tampouco proceder a uma análise “comparativa”, supondo-se que poderiam existir melhores ou piores formas de se narrar a surdez e os/as surdos/as. Interessa, isto sim, entender como a surdez e os/as surdos/as são narrados/descritos/controlados/normalizados/excluídos ou incluídos pelas narrativas ouvintes sobre a alteridade surda, bem como colocar sob suspeita os saberes que aprisionam os sujeitos surdos em posições, territórios e significados que justificam o controle, regulação e governo de seus corpos. Os textos surdos, por sua vez, foram analisados a partir daquilo que os/as surdos/as universitários/as dizem quando são interpelados pelos filmes que assistimos durante nossos encontros. Inverter epistemologicamente a ordem de quem fala, entendendo como ocorrem as negociações e os jogos de poder, como se legitimam certas perspectivas e se excluem outras, pode ser um caminho para entendermos a complexidade que se apresenta quando falamos pelo outro, quando o narramos e o inventamos a partir das marcas da normalidade. / This study comprehends the fluctuation of discourses and representations in cinematographic texts and in deaf texts. Firstly I examine how the deaf otherness is narrated/produced/invented/left out and included in movies which focus on deafness and deaf people. Secondly I analyse how the film questionings happen in a group of university deaf students. The theoretical basis and the methodological tools are in Cultural Studies, mainly in British Cultural Studies and in Michel Foucault’s thought. From those sources I use discourse understandings, representation, culture, cultural pedagogy, questioning, meaning production and power, between other issues. The analytical perspective in Cultural Studies considers culture and cultural tools as practices of meaning, not making any difference between high culture and low culture. Michel Foucault offers theoretical and methodological tools in which we can analyse the discourse as practice. The result of cinematographic text analysis is presented through a set of “lessons” that were organised by the reiterate representations and discourses that make up the films. It is not about examining what is behind what is said, not even having a “comparative” analysis, saying that it might have better or worse euphemisms to narrate deafness and deaf people as well. It is important to be suspicious of the range of learning that takes deaf people prisoners in positions, territories and meanings that justify the control and regulation of their bodies. Deaf texts, in turn, were analysed from what university deaf students said when questioned about the movies we saw in our meetings. Epistemologically reversing the order of speakers, understanding how negotiations and power games occur, also how some perspectives take place and others are excluded might be a way to understand the complexity that exists when we speak in other people’s place, when we narrate them and when we make them up from the normality signs.