Centro de Capacitação de Profissionais da Educação e de Atendimento às Pessoas com Surdez (CAS)

Abstract

In this study, we aim at discussing the pedagogical practices that lead the deaf education in CAS (Portuguese acronym for Training Center of Professionals in Education and Care of the Deaf), in Vitoria, Espirito Santo. The discussion comprises two distinct historical moments: the school integration and the inclusion. In order to carry out such analysis, we dealt with Foucault's concepts of governance and subjectification. We resorted to a research method that comprehends the experience with the school’s community as well as open interviews. We start out from the hypothesis that, depending on the historical moment, there are different manners of hypervaluing a deaf way of being. On one hand, during the period of school integration, there was a hypervaluation of the oralized deaf individual, getting them closer to the hearing standards, on the other hand, however, the deaf individual is currently educated towards another path, because there is a hypervaluation of a deaf who is both militant and signaling of their language.