Deaf cultural markers: when they establish themselves in educacional space

Authors

  • Maura Corcini Lopes UNISINOS, São Leopoldo (RS)
  • Alfredo Veiga Neto Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre

DOI:

https://doi.org/10.5007/%25x

Abstract

This paper focuses on part of a study conducted with deaf individuals who are in school and/or who are active in deaf
causes. Located in the theoreticaI field of post-structuralism and in Deaf Studies, we analyze narratives that these deaf
people present of themselves and about school. The deaf school has been one of the spaces that promotes the
approximation and the consttuction of a deaf community, an event that leaves marks on the community, which, upon
supporting itself in the space of the school, is educated by its disciplinary practices. We identify the notion of struggIe, the permanent co-existence of the deaf group and the experience of the look as cultural markers by which the individuaIs in the study establish and narrate their deaf identities. These
cnunciations also reveal changes in tradicional deaf causes (caUs for schooIs for the deaf and sign language) which
are being, in Iarge part, shifted to other issues such as educational conditions, rccognicion of the deaf's capaeity to learn and consttuction of deaf curricula, in which the cultural markers are present beyond the educational content.

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Published

2006-10-30

How to Cite

Lopes, M. C., & Veiga Neto, A. (2006). Deaf cultural markers: when they establish themselves in educacional space. Perspectiva, 24(3), 81–100. https://doi.org/10.5007/%x

Issue

Vol. 24 No. 3 (2006): Edição Especial

Section

Articles

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