学校经验、学习与文化:当代学校情景下聋人主体的生产

M. L. Lunardi-Lazzarin, Anie Pereira Goularte Gomes, Camila Righi Medeiros Camillo
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引用次数: 0

摘要

本文旨在理解文化和学习概念之间的衔接,作为思考聋人学科在当代学校环境中产生的可能性的条件。为了解决这个问题,该分析基于对南里奥格兰德州13所聋人学校进行的一项研究的数据。从这项分析中,我们从156名受试者中选择了20名聋生访谈和4名教师访谈。在叙述的基础上,我们探讨了聋人教育过程中文化和学习观念的独特性和话语重复性。正是在这种既定真理的混合体中,我们对双语教育中产生的关于聋人的东西提出了质疑,从而推断和标记了成为、学习和生活的愿望。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Experiências escolares, aprendizagem e cultura: produção do sujeito surdo no cenário da escola contemporânea
The present paper aims to understand the articulation between the concepts of culture and learning as a condition of possibility to think about the production of the deaf subject in the contemporary school setting. To address this issue, the analysis was grounded on data from a research carried out in 13 schools for the deaf in Rio Grande do Sul. From this analysis, which put in operation two possible key concepts – subjectification and pedagogical device – we selected 20 interviews with deaf students and 4 interviews with teachers from a group of 156 subjects. Based on the narratives, we approached the singularities and discursive recurrences that reach the notions of culture and learning in the process of schooling deaf people. It is in this amalgam of instituted truths that we problematized what has been produced about being deaf in the context of bilingual education, thus inferring as well as marking desires to be, learn and live.
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