Práticas de hipervalorização de diferentes modos de ser surdo no contexto educacional do Centro de Capacitação de Profissionais de Educação e de Atendimento às Pessoas com Surdez (CAS) no Estado do Espírito Santo

Abstract

This thesis presents a form of overestimation of an approach to deafness in relation to the pedagogical practices used in the Community Center for assistance for hearing impaired - Centro de Capacitação de Profissionais da Educação e de Atendimento às Pessoas com Surdez (CAS), located in Vitoria, Espirito Santo. The research refers back to the period of the 1990s in which the building was constructed for the community center. In this research I suggest a correlation between the building architecture and a noted behavior in the members with hearing impairment of the community center in different points in time. I assume that the fact that the building was constructed in a form of a circle intended to support the students with hearing impairment enrolled in the Community Center for assistance for hearing impaired.The research was based on a series of documents available in the center, my own experience with the community which is part of the CAS, open interviews and visits to other community centers in Espírito Santo, eg. Vila Velha and Cachoeiro de Itapemirim. We will take the overestimation of the deaf behavior as a starting point using key-concepts by Michel Foucault: governance, subjectivity and normalization. We will use these key-concepts to comprehend the overestimation in the deaf behavior along with the educational approach applied in CAS. In regards to the specific objectives of this research, I intend to investigate: the historical conditions that enabled the current practices in the deaf behavior through the social inclusion; identify the appearance of a new behavior in the hearing impaired deriving from historical moments as well as the practices for inclusion or exclusion applied in the certain point in time; identify political and pedagogic practices in CAS that facilitated the social inclusion of the hearing impaired, or gave incentive to a certain common behavior among the hearing impaired. The educational practices introduced by CAS will be item of study, in order to find out how they contribute to an overestimation in the educational context of the current deaf behavior to the social integration and inclusion of the hearing impaired.The intention in this research is, among others, to re-affirm that the educational practices used in CAS can be considered to influence the behavior of the hearing impaired, to influence how they act and what they say. The outcome of this influence can constitute an experience among the hearing impaired. In order to discuss this relation it was necessary to analyze these practices and the factors that influence them.