Disciplina de sociologia e cidadania: com a palavra, os surdos.

Abstract

The following dissertation, within the research line of Epistemological Decoloniality, Transgressive Education and Transformation Practices from the Post Graduate Program in Education (PPGE/UFPel), investigated the subject of Sociology and the issue of citizenship within Deaf education on the state of Rio Grande do Sul, supported by the Critical Theory of Curriculum and by Deaf Studies within Education. To this end, our main objective was to problematize the subject of Sociology and the connotations of citizenship within the curriculum of deaf bilingual schools – from the Deaf students’ perspective. Thus, we mapped out the subject of Sociology on deaf schools that offer High School, and subsequently we applied the methodology of Focus Group in one school in order to understand how the students perceive the contribution of the subject of Sociology to their education, as well as collecting and analyzing the main challenges and possibilities concerning an education that promotes citizenship. As some of the results, we can highlight: the subject of Sociology as a considerable encouragement towards an education that promotes citizenship – though undervalued due to a lack of visibility by the State; and, a recognition of the Deaf people’s citizenship as their right, although showing a stagnation of the citizenship as a practice. For this purpose, it is necessary to create resistances so that deaf schools continue to be an environment that encourages Deaf citizenship: collective, critical and engaged on social movements. The citizenship of Deaf people is presented in many ways – civilized and/or collective, and is also influenced by many other forms of citizenship that are not limited to this sociocultural group only.