Inter-relações surdos e ouvintes no processo de apropriação do conhecimento escolar por estudantes surdos

Abstract

This study aims to analyze aspects of the inter-relationships established between deaf and listeners on the appropriation process of educational knowledge by deaf students in a common teaching class in the early years of elementary school.The interest by processuality from and at the inter-relations established between those are constituting the classroom daily, the practices, the knowledge and the school know how directed the study to the deeping discussions and reflections around the schooling of deaf students , enrolled in a public bilingual school of the municipal education system from Vitória – ES, not being, however, the expectancy to produce general statements or absolutes as to the ideal school model for deaf students. The study takes as reference the assumptions from the Figurational Sociology, elaborated by Norbert Elias(1993, 1994a, 1994b, 2000, 2001a, 2001b, 2011). For the author, the human being has the capacity to learn in the society, as the individual form, as the collective form, and, in this sense, all the time, we are confronted to create one social order that meets the necessities and inclinations of the individuals. The study converses, also, with the literature of the special education field, particularly with the works that is pedagogigal practices developed in a common teaching classes counting with the enrollment of deaf students. In methodologigal –theoretical terms, the survey is of qualitative nature and was developed under a perspective of colaborative – action – critical – research , according studies from Jesus, Almeida e Sobrinho(2005). The procedures used on this survey were observations, interviews, interventions in lessons of the beginners class from the elementary school, documents study and the achievement to formation in a context, that emerged during the field work process. Certainly with the methodologigal-theoretical approach of the colaborative-action-critical-research, are observed, permanently, not only the decisions, the choices, the attempts changings, but also the moviments of presents tensions in the inter-relations established as the school activities developed in a regular education. On this investigation process, the deaf students and their classmates , as well the regular education professionals – teachers, management team, deafness professionals area – acting on educative – formative context, is in subject of survey. The developed discussions allow, lastly, consider that the pedagogical practice is the nature core and its specifity school group work. However, the pedagogical practice not applicable in a historical and sociological gap. In this sense, the deaf students presence in a regular education causes moviments and tensions very specific. The classmates and teachers involvement in an elaboration and implementation process of pedagogical practices can rebound positively on the enlargement of the faculty knowledge and the reconfiguration of time and education space and learning in a regular school. This movement, others pedagogical devices can emerge and makes sense. The knowledge produced by implicated individuals on this process has potentiality to reframe the socials creeds relative to deaf individuals educability.