Marcas surdas de professores codas compartilhadas nas tramas da interculturalidade

Abstract

This thesis was produced in the Postgraduate Program in Education at the Federal University of Santa Maria, in the Research Line on Special Education, Inclusion, and Difference. The general objective of the research was to understand the processes of constitution of subjectivities of CODA teachers as an intercultural experience. From this statement, I aimed to understand the experiences of CODA individuals, as hearing children of deaf parents, at the linguistic and cultural border, as well as situations of negotiations between languages, to argue the thesis that CODA teachers resonate their experiences with deaf culture as marks of intercultural life. The structure of Foucault's matrix of experience, understood in the context of power relations, knowledge, and ethics, was the result of plots in networks that subjectify, providing situations of experience for the teachers. These, as research subjects, helped me think about historically unique experiences, signified by CODAs in discourses about deaf people and deafness, shaping their ways of being, of existing in the world as CODA teachers. To meet the objectives, the choice for the materiality of the research arose from conversations with CODA teachers and publications by CODA authors. The conceptual tools that assisted me in operationalizing the analytics of this study were Experience, Subjectivation, and Interculturality, which amalgamate; and the notions of Identity and Essentialism as conceptual operators. Based on the materiality produced, data analysis focused on the unique and singular experiences of the subjects. Anchored in the conversations and narratives produced, the notion of a CODA identity capable of guiding the processes of constitution of these subjects emerges, based on a model of being CODA, which was understood through the lens of cultural identification of CODAs as a group. This study highlighted CODA identity as something important for strengthening as a cultural group; however, it shifted the focus to situate the subjective constitution of these teachers in the sense of a unique and singular CODA experience as marks of their life stories.