Narrativas de professores surdos do ensino superior sobre os processos de produção acadêmica.

Abstract

This thesis’ purpose is to explore the implications of the hearing standards in the deaf professor’s subjectivation processes in the higher-education. Base on this purpose, the following question is presented as research problem: Which are the implications of the standards to and for listeners in the deaf teacher’s subjectivation processes, regarding the academic production in the higher-education? Considering this problematic, the following research leans on the Cultural Studies area articulated to the Deaf Studies area. In order to produce the empirical study, narrative interviews were conducted with five deaf professors that provide Brazilian Sign’s Language classes at Brazilian Federal Higher Education Universities. Such narratives present themselves as a collections of knowledge and lessons learned regarding their own subjectivation process in each one’s life history. During the interviews, the deaf professor’s subjectivation building process of the higher-education academic production emerged. Such deaf professor’s narratives and my own narrative, demonstrates, through an impactful way, the challenges we face and the political barriers we have to break on a daily basis. It’s possible to understand the deaf professor’s narrative approach in producing, transgressing, transforming, understanding and the tension of deaf people which are engaged in the academic production of the higher-education institutions. The results of this study demonstrate that resistance is used as a strategy of deaf people in the listener’s standard space in order to understand the linguistic differences. The deaf professors present the limits of their written signs language and narrate how important is to confirm the value of signs language as a new strategy to support the creation of new policies to structure the Brazilian language in the higher-education context.