Prejudice and bullying in the constitution of a teacher: a deaf woman experiences

Abstract

This article approaches the issue of prejudice and bullying in the constitution of a deaf woman, a Brazilian Sign Language teacher of Rio Grande do Sul. It is part of a qualitative research based on the socio-historical approach, which used semi-structured interviews with a deaf teacher as well as imagery resources, what made the emergence of life narratives of the research subject possible. For data analysis, we used the technique of content analysis, being prejudice the main category. The deaf teacher, through her positioning and her experiences, said that her life story was marked by prejudice and bullying episodes. The narratives demonstrated the need for deepening these two themes, emphasizing three analysis units to which they relate: a) prejudice and bullying within the school; b) hearing-deaf prejudice; and c) deaf-deaf prejudice. The results showed that prejudice in school and in deaf-hearing relationship has been addressed by society, but deaf and deaf bias needs to be addressed and discussed, as well as Audism and Surdophobia. The very constitution of the deaf teacher provides a better understanding on the history of suffering and overcoming, wrapped around Deaf Education, and also on how it affects the process of constituting the subject inserted into a hearing society.