The centrality of curriculum on producting deaf identities

Abstract

The study intended to trouble a common school curriculum as an including education place to deaf. The research was undertaken in a common school from the state teaching web in Santa Maria municipality, where a deaf girl is attended at the first grade from fundamental school. The investigation was conducted from direct observation, from a query to the class’s teacher. For such, I took the Curriculum Critical Theory, the Deaf Studies and the Cultural Studies on Education as starting point to verify the connections between identity and power in the common school curricular territory. It is starting from the discontinuity and inversion that I propose to verify the representations entangled in the investigated school curricular discourse from the propositions that took visibility in the enunciation, which constituted the empirical corpus of this research. This study brings the knowledge that inclusion does not regard only to including practices, but to a knowledge web that institutes itself from the power relations representing and positioning the subjects, thus forging their identities. In this context, I do not wish to define a favorable or contrary position to school inclusion, rather, I want to consider the viewpoints through the deaf subjects are looked in this process.