Interações sociais e profissionais entre professores surdos e a comunidade escolar

Abstract

This study aims to analyze, through the narratives of Deaf teachers, how interactions occur with the school community in the educational context. Deaf teachers occupy a space that until then was not intended for them, socially seen as people with disabilities who should not enter certain spaces, such as teaching. However, the municipal network of Juiz de Fora has the presence of Deaf teachers, hired to teach Libras, the Brazilian Sign Language. Faced with this reality, the research questions arose, which were answered through the Life History methodology, with interviews carried out with four participants who narrated their life experiences in the school context, without the researcher influencing them with structured questions. The data collected was analyzed according to the themes presented in the interviews and reflected on with the support of the theoretical framework of the research. Therefore, we conclude that some of the social and professional relationships of Deaf teachers are marked by hearingism and ableism. However, despite some participants stating that they feel included in the spaces they work in, we cannot say that hearingism is not present in all spaces in which Deaf people work, as hearingism is structural and there is still a long process to eliminate it. Such differences were identified through the profiles of the institutions presented by the participants themselves, with those that work with the theme of inclusion and are interested in Deaf Studies, being the institutions in which Deaf teachers feel more included in the professional group. We also highlight the importance of Deaf Studies for the real changes in hearing paradigms in our society.