Modos de subjetivação em funcionamento nos discursos curriculares de escolas de surdos: o cidadão de direitos, o indivíduo não incapacitado e o sujeito-aluno

Abstract

This dissertation was developed in the Graduate Program in Education (PPGE/ UFPel), in the line of research Decolonial Epistemologies, Transgressive Education and Transformation Practices. The research investigated discourses of curricular documents - Pedagogical Political Project and School Regiment - of three schools of deaf in Rio Grande do Sul and aims to understand what modes of subjectivation are working as well as what modes of being deaf these discourses produce. For this purpose, the research was affiliated to Foucauldian studies, as a theoretical-methodological perspective, in order to understand the discourses in their positivity, as well as to approach knowledge/power relations that are in operation, producing and circulating truths about deafness and education of deaf.This study was operated with an analysis of the discourse in Michel Foucault as well as it mobilized theoretical and/or methodological tools of this author - as discourse, statement, power, truth, normalization and government. In the analysis, three statements were discussed, which correspond to three modes of subjectivation of the deaf subject: the first, which links the deaf to a notion of citizen rights; the second, which has it as a non-disabled individual; and the third, which treats this subject as a student subject. These three modes of being deaf are neither isolated nor antagonistic to each other, however they immerse themselves in a discourse of being a deaf student in contemporary times, a subject of a neoliberal governmentality and capable of normalization technologies.