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Previous issue date: 2012-03-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The study object of this thesis intertwines the history of deaf education in the last 30 years in
three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba,
the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and
works in these educational institutions for the deaf and our own journey, as a teacher and
researcher. The study was conducted on the theoretical-methodological principles of
(auto)biographical research in education and socio-historical studies on the social formation
of the human. The corpus used for analysis was consisted of six narrative interviews
conducted in sign language and transcribed into portuguese, documents and personal files and
institutional. The analysis allowed us to define three hinge moments of this story: the creation
of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage
into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism
(1995 to today). The analyzes show that the trajectories of teacher formation of the research
participants reflect the history of the three schools which have costituted bilingual social
spaces of paramount importance to the subjects and the deaf community as a group of
linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate
between the two generations of research participants. The generation of heirs of oralism,
which had delayed access to the Libras and lived an education referenced in oralism, whose
reminiscences of childhood and adolescence are strongly marked by suffering for the lack of
communication, which hinders their social and professional career until today. And the
generation of the sons of bilingualism, the youngest in age, who had childhood access to
Libras and education within the framework of bilingualism, whose reminiscences are not
marked by suffering and have a positive vision of the future. With respect to your teacher
formation, three figures stand out as a teacher. The teacher's improvised, closer to the first
generation of teachers who were called to teach without proper training. The figure of the
teacher craftsman, which corresponds to the image that most of them have of yourself now,
understanding that their knowledge are based on the exchange between peers. And finally the
figure of the real teacher, which stands on the horizon of expectations as future graduates in
Letters |Libras. The narratives allowed to realize that the evolution between these figures is
based on the contributions of the other: hearing teachers of EDAC and the Federal University
of Campina Grande and deaf teachers of the two generations who learn from each other. The
analyzes and reflections allowed to defend the thesis of the centrality of bilingual
environments for the establishment of the deaf person as a citizen with full rights, based on
the voice of the deaf, muted by the history of education, conducted by listeners / O objeto de estudo desta tese entrecruza a hist?ria da educa??o de surdos, nos ?ltimos 30
anos, em tr?s escolas para surdos nos munic?pios de Campina Grande, Gado Bravo e Aroeiras,
na Para?ba, as hist?rias de vida de seis docentes surdos de L?ngua Brasileira de Sinais
(Libras), que se formaram e atuam nessas institui??es de ensino para surdos e o nosso pr?prio
percurso, como formadora e pesquisadora. O trabalho foi desenvolvido no marco te?ricometodol?gico
da pesquisa (auto)biogr?fica em Educa??o e dos estudos s?cio-hist?ricos sobre
a forma??o social do humano. O corpus utilizado para a an?lise constou de seis entrevistas
narrativas, realizadas em l?ngua de sinais e transcritas para o portugu?s, de documentos e
arquivos pessoais e institucionais. A an?lise nos possibilitou delimitar tr?s momentos
charneiras dessa hist?ria: o da cria??o da primeira escola para surdos, no marco do Oralismo
(1980 1991), o da passagem para a Comunica??o Total (1991 1995) e, finalmente, o da
introdu??o do Bilinguismo (1995 aos dias de hoje). As an?lises revelam que as trajet?rias de
forma??o docente dos participantes da pesquisa refletem a hist?ria das tr?s escolas que
constitu?ram espa?os sociais bil?ngues de suma import?ncia para os sujeitos e a comunidade
surda enquanto grupo social de minoria lingu?stica e cultural. A evolu??o dessa trajet?ria
permitiu demarcar duas gera??es entre os participantes da pesquisa. A gera??o dos herdeiros
do oralismo, que tiveram acesso tardio a Libras e que viveram uma educa??o referenciada no
Oralismo, cujas reminisc?ncias da inf?ncia e da adolesc?ncia est?o fortemente marcadas por
sofrimento pela falta de comunica??o, o que dificulta sua trajet?ria social e profissional at?
hoje e a gera??o dos filhos do bilinguismo, os mais novos em idade, que tiveram acesso a
Libras na inf?ncia e ? escolaridade nos marcos do bilinguismo, cujas reminisc?ncias n?o est?o
marcadas pelo sofrimento e t?m uma vis?o positiva do futuro. No que concerne ? sua
forma??o docente, destacam-se tr?s figuras de professor. A do professor improvisado, mais
pr?xima dos docentes da primeira gera??o que foram chamados a ensinar sem a devida
forma??o. A figura do professor artes?o, que corresponde ? imagem que a maioria deles tem
de si mesmo atualmente, entendendo que seus saberes fundamentam-se na troca entre pares e,
finalmente, a figura do professor de verdade, que se coloca em seu horizonte de expectativas
como futuros graduados em Letras/Libras. As narrativas permitiram perceber que a evolu??o
entre essas figuras est? alicer?ada nas contribui??es do outro: professores ouvintes da EDAC
e da Universidade Federal de Campina Grande e professores surdos das duas gera??es que
aprendem mutuamente. As an?lises e reflex?es permitiram defender a tese da centralidade de
ambientes bil?ngues para a constitui??o da pessoa surda como cidad?o de plenos direitos,
com base na voz dos surdos, silenciados pela hist?ria da educa??o, conduzida por ouvintes
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14413 |
| Date | 29 March 2012 |
| Creators | Gianini, Eleny |
| Contributors | CPF:04097947320, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798436D6, Rodrigues, Mel?nia Mendon?a, CPF:08106010368, http://lattes.cnpq.br/6786946916201689, Moura, Maria Cecilia de, CPF:00657627895, http://lattes.cnpq.br/2647375101078968, Barbosa, Tatyana Mabel Nobre, CPF:00827105632, http://lattes.cnpq.br/6982452047842223, Carvalho, Maria do Ros?rio de F?tima de, CPF:02560801353, http://buscatextual.cnpq.br/buscatextual/index.jsp, Passeggi, Maria da Concei??o Ferrer Botelho Sgadari |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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