Decolonizing education: introductory notes to rethink deaf education

Authors

DOI:

https://doi.org/10.21669/tomo.v42i.17849

Keywords:

Deaf culture, Epistemic decolonization, Decoloniality of Power, Special Education, subjectivity

Abstract

From the discussions developed in the disciplines of Inclusive Education and the Brazilian Sign Language (I and II), fundamental subjects for the undergraduate degree for teachers of the Federal University of Latin American Integration (UNILA), we decided to build a pedagogical model according to the epistemic political project of Integration and decolonization of Latin America. This is a field with scarce and restricted sources. Our focus is on providing some introductory notes from the most specific and specialized sources, as well as some critical notes on education in Latin America and the Global South. At first, we will make a brief historical survey of the issue and then show the relations between school and coloniality of power, in the experience of deaf subjectivity. Subsequently, we will make some small final considerations, more oriented to leave open questions and tasks in the construction of new horizons of alternative rationality.

Downloads

Download data is not yet available.

Author Biographies

HENAO, Federal University of Latin American Integration

Graduating in Philosophy at the Federal University of Latin American Integration. Graduating from
the Antioquia University in Sociology. He is also a fellow of Scientific Initiation in the area of
​​Philosophy at the Federal University of Latin American Integration.

 

FELLINI, Federal University of Latin American Integration

PhD in Education from the State University of Maringá - UEM (2019 - 2022).
Master in Education from UEM (2011-2013). Graduated in Physical Education from Uniguaçú (2002
- 2005). Adjunct Professor of LIBRAS at the Federal University of Latin American Integration.
It works mainly in the following areas: Education (Fundamentals of Education; Scientific
Methodology), Physical Education (Fundamentals of Physical Education; School Physical Education),
Special Education (Fundamentals of Special Education, AH/SD, Deafness, DI, DF) and LIBRAS -
Brazilian Sign Language. Graduated as a Sign Language Interpreter Translator - TILS, by the
Paraná State Department of Education (2005).

 

FRANZI, Federal University of Latin American Integration

Professor at the Federal University of Latin American Integration (UNILA - Foz do Iguaçu).
At UNILA, she teaches pedagogical subjects in different Licentiate courses, being allocated in
the Education Area. He worked as a professor at the Federal University of Vales do Jequitinhonha
and Mucuri (Diamantina - MG). PhD in Education from the University of São Paulo (USP).
He has a Degree in Pedagogy and a Masters in Education, both from the Federal University of
São Carlos (UFSCar).

 

MARTINS, State University of Western Paraná

Adjunct professor at the State University of West Paraná (UNIOESTE - Toledo campus) of the Libras
discipline. Doctor by the Stricto Sensu Graduate Program in Letters, in the Language and Society
concentration area of ​​Unioeste, in the research line of language studies: description of
linguistic, cultural, discursive and diversity phenomena, with research focused on the
organization and Modeling a monolingual Libras dictionary. Master in Letters (2013), also
from Unioeste. Degree in Pedagogy (Unimeo -CTESOP) and in Letters - Libras Bachelor's degree
from UFSC (2012). Leader of PORLIBRAS - Study and Research Group for the investigation of
LIBRAS in Interface with Brazilian Portuguese Language.

 

References

Brasil. Política Nacional de Educação Especial na perspectiva da Educação Inclusiva. Ministério da Educação. Secretaria de Educação Especial. Brasília: MEC/SEESP, 2008.

______. Política Nacional de Educação Especial. Ministério da Educação. Secretaria de Educação Especial: livro 1. Brasília: MEC/SEESP, 1994.

Bueno, J. G. S. Educação especial brasileira: integração/segregação do aluno diferente. São Paulo: EDUC, 1993.

Cambi, Franco. História da Pedagogia. São Paulo: Editora, Unesp, 1999.

De L’éppe, Charles-Michel. Institution des sourds-muets par la voie des signes méthodiques. Biblioteca Nacional de Francia, 1776. Disponible en: https://gallica.bnf.fr/ark:/12148/bpt6k1040582v/f381.image.r=Charles-Michel%20de%20l’%C3%89p%C3%A9e. Consultado em: 15 mar. 2022.

Foucault, Michel. Vigiar e Punir: Nascimento da Prisão. Rio de Janeiro: Editora Vozes, 2014.

Garcia, Rosalba Maria Cardoso. Políticas públicas de inclusão: uma análise do campo da educação especial brasileira. 227 f. Tese (Doutorado em Educação). Universidade Federal de Santa Catarina, Florianó-polis, 2004.

HENAO, Hander. Materialismo y Educación en América Latina: la Pedagogía Histórica Crítica de Dermeval Saviani. Ponencia presentada en: XIV Jornada do HTDBR: Educação e Revolução a 100 anos Revolução Russa. Foz de Iguacu, 2017.

Kassar, Mônica de Carvalho Magalhães. Educação especial na perspectiva da educação inclusiva: desafios da implantação de uma política nacional. Educ. rev. Curitiba, n. 41, Sept. 2011, p. 61-79.

Lopes, Maura Corcini. Surdez & Educação. 2. ed. rev. ampl. Belo Horizonte: Autêntica Editora, 2011.

Minguet Soto, Amparo. La Signolinguística, Introducción a la lingüística de la lengua de signos. Fundación FESORD-CV para la integración y supresión de las barreras de comunicación. Valencia: FESORD CV, 2001.

Miranda, Arlete Aparecida Bertoldo. A Prática Pedagógica do Professor de Alunos com Deficiência Mental. Tese (Doutorado em Educação) – Universidade Metodista, Piracicaba/SP, 2003.

Moneada, Eliana Medina. Representaciones y políticas de la educación sobre los sordos y la sordera en Colombia. Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, Vol. XVII, N.° 41, (enero-abril), 2005. Disponible en: https://revistas.udea.edu.co/index.php/revistaeyp/article/view/6028. Consultado en: 19 abr. 2022.

Omote, Sadao. Normalização, integração, inclusão. Ponto de Vista, Florianópolis, v. 1, n.1, 1999, p. 4-13.

OEA. Convenção Interamericana para a Eliminação de Todas as Formas de Discriminação contra as Pessoas Portadoras de Deficiência. Organização dos Estados Americanos Guatemala: OEA, 1999.

Oviedo, Alejandro. La cultura sorda.Notas para abordar un concepto emergente. Berlín, 2006a. Disponible en: https://cultura-sorda.org/la-cultura-sorda%e2%80%a8-notas-para-abordar-un-concepto-e-mergente/. Consultado en: 15 may. 2022.

________. Son los Sordos un grupo colonizado? Colonialismo y Sordera. Notas para abordar el análisis de los discursos sobre la Sordera. Berlín, 2006b. Disponible en: https://cultura-sorda.org/son-los-sordos-un-gru-po-colonizado-colonialismo-y-sordera-notas-para-abordar-el-analisis-de-los-discursos-sobre-la-sordera/. Consultado en: 17 may. 2022.

OMS. Programa de acción mundial para las personas con discapacidad. Patronato de Prevención y de Atención a personas con minusvalía. Madrid: M.A.S. Real, 1993.

PINHEIRO, Viviane Potenz Guimarães. Preconceito, Moralidade e Educação Moral para a Diversidade. Revista Brasileira de Educação, v. 16 n. 46 jan.|abr., 2011. Disponible en: https://www.scielo.br/j/rbedu/a/wHzs6mrvSKn6YPLnt9pdVQr/?format=pdf&lang=pt. Consultado en: 12 abr. 2022.

Quadros, Ronice Müller de. Língua de herança: Língua Brasileira de Sinais. Porto Alegre: Penso, 2017.Quijano, Aníbal. Modernidad, Identidad y Utopía en América Latina. Sociedad y Política Ediciones, Lima, Perú. 1980.

_________. Colonialidad del Poder y Clasificación social. In: Cuestiones y Horizontes: Antología Esencial. Buenos Aires: Clacso, 2014a, p. 285-327. Disponible en: http://biblioteca.clacso.edu.ar/clacso/se/20140506032333/eje1-7.pdf. Consultado en: 10 feb. 2022.

_________. Dominación y Cultura (Notas sobre el problema de la Participación Cultural). In: Cuestiones y Horizontes: Antología Esencial. Buenos Aires: Clacso, 2014b, 1971, p. 667-690. Disponible en: http://biblioteca.clacso.edu.ar/clacso/se/20140506061427/eje3-1.pdf. Consultado en: 11 feb. 2022.

_________. Colonialidad del Poder Eurocentrismo y América Latina. In: Cuestiones y Horizontes: Antología Esencial. Buenos Aires: Clacso, 2014c, pp. 777-832. Disponible en: http://biblioteca.clacso.edu.ar/clacso/se/20140507042402/eje3-8.pdf. Consultado en: 14 feb. 2022.

Restrepo, Eduardo; Rojas, Axel. La Inflexión Decolonial: Fuentes, Conceptos y Cuestiones. Colombia Editorial Universidad del Cauca, 2010. Disponible en: http://www.ram-wan.net/restrepo/documentos/Infle-xion.pdf. Consultado en: 17 mar. 2022.

Rodrigues, Ana Moreno. La Comunidad Sorda: Aspectos psicológicos y sociológicos. Madri: Fundação CNSE para a supressão das barreiras de comunicação, 2002.

Silva, Otto Marques da. A epopéia ignorada - A pessoa Deficiente na História do Mundo de Ontem e de Hoje. São Paulo – CEDAS, 1986.

Suchodolsky, Bogdan. A Pedagogia e as Grandes Correntes Filosóficas: a pedagogia da Esência e a pedagogia da Existência. Lisboa. Ed. Livros Horizonte, 2000. Disponible en: https://gepel.furg.br/images/SUCHODOLSKI__A_PEDAGOGIA_E_AS_GRANDES_CORRENTES_FILOSOFICA_HQ.pdf. Consultado en: 23 mar. 2022.

UNESCO. Declaração de Salamanca: Sobre princípios, políticas e práticas na área das necessidades educativas especiais. Salamanca – Espanha, 1994.

Vygotsky, Lev Seminovich. A Formação Social da Mente. São Paulo: Martins Fontes, 2007.

Zabala Espejo, Marcelino. Un punto de vista de Descolonización e Inclusión Educativa. Edu. Sup. Rev. Cient. Cepies, La Paz, v. 3, n. 1, 2017, p. 85-92. Disponible en: http://www.scielo.org.bo/scielo.php?script=sci_art-text&pid=S2518-82832017000200010&lng=es&nrm=iso. Consultado en 22 sep. 2022.

Downloads

Published

2023-01-11

How to Cite

Henao, H. . A. H., Fellini, D. G. N. F., Franzi, J. F., & Martins, T. A. M. (2023). Decolonizing education: introductory notes to rethink deaf education . TOMO Review, 42, e17849. https://doi.org/10.21669/tomo.v42i.17849

Issue

Vol. 42 (2023): Continuous Publication

Section

Special Issue: Decolonial Critical Theories: an ecology of knowledge

License

TOMO journal adopts the Creative Commons CC-BY 4.0 license which allows:

• Share: copy and redistribute the material in any medium or format.

• Adapt: remix, transform, and create from the material for any purpose, even commercial.

Authors who publish in this journal agree to the following terms:

a) Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons which allows sharing the work with acknowledgment of authorship and initial publication in this journal.

b) Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (eg, publishing in an institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.

c) Authors are allowed and encouraged to publish and distribute their work online (e.g., in institutional repositories or on their personal page) at any point before or during the editorial process, as this can generate productive changes, as well as increase the impact and citation of the published work (O Efeito do Acesso Livre).