Práticas Ppedagógicas na educação de surdos : circuitos de transnacionalização entre documentos-monumentos, regularidades discursivas e contracondutas em questão

Abstract

Deaf Education History is a broad field whose matter demands investigation. Within the matter that requires headlining are the Congress of Milan (1880) and Paris (1900 - hearing section). The general objective of this thesis is to understand the implications generated by pedagogical practices in Deaf Education proposed at the Milan Congress (1880) and its regularities at the Paris Congress (1900 – hearing section) as well as in the capixaba deaf education in the mid of the 20th century. To achieve this objective, the proposals for deaf education are investigated taking as resources the documents from the Congress of Milan (1880) and the Congress of Paris (1900 - hearing section). And its effects on the capixaba deaf education in the mid of the 20th century, and the analyzes are carried out on the pedagogical practices of this corpus as a way of conducting the language governance of the deaf, as well as the reasoning of these pedagogical practices and their effects on deaf education. To conduct this investigation, I am presenting the central question: Having as a document corpus the Official Act and the proceedings of the Congress of Milan (1880) and of the Congress of Paris (1900 - hearing section) as well as the photos and clippings from newspapers regarding the Ângela de Brienza School, how to understand the pedagogical practices and their effects on the education of deaf capixabas in the mid-20th century? Grounding on authors from the Foucaultian study field, the concepts of practice and governance are used to analyze three sets of documents: (i) the Official Act and 8 proceedings from the Milan Congress (1880); (ii) the report of the hearing section of the Paris Congress (1900); And (iii) photographs and clippings of newspapers covering the Ângela de Brienza School between 1958 and 1971. Based on the analysis of these documents, it is possible to understand that the regularity of the discursive and non-discursive practices of the two congresses continued circulating between countries of Europe and America, affecting the deaf capixaba education during the 20th century. Thus, I defend the thesis that the discursive regularities surrounding the Milan Congress affected the deaf capixaba education in the mid of the 20th century, constituting a transnational circuit of pedagogical practices related to the pure oral method. One can understand that this regularity constitutes a transnational pedagogical circuit in deaf education marked by the pure oral method and permeated by counterconducts. The discussions developed in this thesis can contribute to the studies on the history of Deaf Education and Special Education.