Educação surdos para além do Congresso de Milão: verdades que (dis)cursam a partir um olhar sobre Congresso de Bruxelas (1883)

Abstract

This work is a PhD thesis in education in the line Education and Inclusive Processes in the Graduate Program in Education of Ufes. The synthesis question that will guide the research is: How could the movement of the look on the knowledge in the education of deaf, constituted as "truths", sedimenting history? And, as a general objective: Problematize the institution of a truth taking them in their historicity. This movement started from the Brussels Congress as an event that agitates the history of deaf education as an exercise in rereading, from the atmosphere of nineteenth century speeches and practices. We have as specific objectives to develop an archaeogenealogical work in order to contextualize a research that breathes stories and moves truths, in an exercise in search of plural ways, other narratives and production of the history on deaf education, through an archaeogenealogical analysis inspired by Foucault. It is from this analysis that one perceives the relations of force that cross the discourses that assemble the historical scenario. Also analyze the Deaf Education from the documents about the Congress of Brussels with a discursive series, as well as questioning the discursive continuities of pedagogical practices in the movement of congresses from a visit to 1883, that is, to the Congress of Brussels, the minutes of the Third International Congress for the Improvement of the Fate of Deaf-Mute. We use the concepts-tools of Foucault "archive" and "truth", with the aim of making the speeches and truths produced and echoed on the education of deaf people tremble. It is about starting from little known and available materials in the Portuguese language, referring to a repertoire that presents new possibilities on history that refuses to remain the same. Thus, characters and speeches present us a new/ old panorama on events that de-familiarize our knowledge, provoking other ways of looking at the history of deaf education from new/ old documents-monuments that forge stories. Therefore, I defend the thesis that it is necessary to surpass the Milan Congress (1880) in its discursive sacralization in the education of the deaf because in history "freedom is fruitful", allowing the emergence of the new, of stories and other truths that echo the liberté amid the sterility of settled discourses