A representação surda no discurso da legislação nacional e no discurso pedagógico de uma escola especial de Pelotas/RS, com atenção à matemática escolar

Abstract

The present study presents proposal that arose from the anxieties of a researcher while fellow deaf and subsequently monitors for deaf students. Had as objective to analyze how the deaf subjects are represented in the discourses of national laws and in pedagogical discourse - guiding instruments of school practices and official curriculum documents - a school for the deaf in the city of Pelotas/RS, with attentive look to education and the teaching of mathematics. To that end, we performed a reflection about the different representations of deaf people in history. The survey reference in de Silva and knijnik in what refers to the curriculum and the Ethnomathematics, respectively, to Skliar and Lopes and his studies on deafness, discuss the education of the deaf. The methodology adopted in this study follows a post-critical line, not having a rigid methodology, because in this type of research methodology will drawing during its development and in accordance with the events. We used the studies of Fischer about Foucault's conception of discourse to analyze the representations of deafness produced in legal discourse and the pedagogical discourse, taking as declared modalities, some laws and decrees, two regiments, a political-pedagogical project and the plans of teaching mathematics of the school searched. Problematizou, from the theoretical lenses Gadelha, Noguera-Ramirez and Lopes, the concept and the forms of Governamentality present in the representations of deafness contained in the speeches investigated, in order to understand who is the subject deaf which is being formed in basic education, the school in question. In relation to the mathematical knowledge of deaf culture, the documents analyzed was not found no reference. While preaching the respect and appreciation of culture, this does not occur in relation to mathematical knowledge. The lessons of mathematics are configured as a strategy of government, to control the ways of thinking mathematically, the same math is taught to different cultures, swirl the thought, silencing the differences.