Specific and pedagogical settings for deaf student education: recurrences in ANPED discourses from 1990 to 2010

Abstract

The different settings in which the deaf have been situated have undergone (re)configurations of denominations and biases of pedagogical practices that, despite delineating focus displacements, still point out a special (or specific) setting to work with and discuss about deafness and deaf subjects. This paper analyzes how the discourses spread in ANPEd from 1990 to 2010 characterized specific and pedagogical school settings in which deaf students are inserted. It attempts to tension some flashes of the school history, as well as the knowledges it articulates, in order to problematize the constitution of the deaf in and from that scenario. From the Foucauldian genealogical perspective, the theoretical-methodological path taken comprehends discourses produced in ANPEd from 1990 to 2010 with a focus on the school and the insertion of deafness and deaf students. The analysis enabled the perception that both special and regular schools are the major settings mentioned in the papers for deaf education to be problematized and are also regarded as places to advocate both deaf living together and sign language. However, the practices and knowledges about the deaf are marked with modern nuances, although the discussion about cultural difference carried out in the papers is mobilized by a contemporary cause.