Other subjects, other school? Strategies and practices in the context of specific schools for the deaf

Authors

  • Liane Camatti Instituto Federal Farroupilha-Alegrete
  • Márcia Lise Lunardi-Lazzarin Universidade Federal de Santa Maria

DOI:

https://doi.org/10.5902/1984686X2999

Keywords:

School for the deaf, Resistance, Deaf.

Abstract

The deaf community has recursively searched for specific schools for the deaf because it is a space where you could find safety and resistance conditions. Through this article, it seeks to understand how the assumptions that support the school institution are directed, given the nearness with the movements for the deaf. To accomplish this approach, we used excerpts from interviews with deaf, teachers and students from different specifically schools for the deaf of the State of Rio Grande do Sul. The studies of the post-structuralist concern provided the theoretical tools that enabled the analysis. Through this research, it became clear how the deaf community falls within the school, making the assumptions of cultural capital legitimized in the school for the deaf. Nevertheless, it was possible to look at how the processes of discipline inherent in the educational institution happen the same way in the school for the deaf, even though it was taken by the deaf as the site of redemption and as its largest trench.

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Author Biographies

Liane Camatti, Instituto Federal Farroupilha-Alegrete

Mestre em Educação pela Universidade Federal de Santa Maria

Professora de Educação Especial/LIBRAS - Instituto Federal Farroupilha/Campus Alegrete

Márcia Lise Lunardi-Lazzarin, Universidade Federal de Santa Maria

Mestre e Doutora em Educação pela Universidade Federal do Rio Grande do Sul

Professora Adjunta do Curso de Pós-Graduação em Educação e do departamento de Educação Especial da Universidade Federal de Santa Maria/UFSM

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Published

2011-10-27

How to Cite

Camatti, L., & Lunardi-Lazzarin, M. L. (2011). Other subjects, other school? Strategies and practices in the context of specific schools for the deaf. Special Education Magazine, 24(40), 259–269. https://doi.org/10.5902/1984686X2999

Issue

Revista Educação Especial, v. 24, n. 40, maio/ago. 2011

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).