Análise sociológica da inserção político-social do curso de letras – libras da UFGD pela política inclusiva

Abstract

The construction of a dialogue between Michel Foucault's philosophy of difference and Deaf Studies is proposed, in order to articulate a new look at the education of the deaf, through the inscription of deafness in the logic of deaf difference. The objective is to problematize the political-social insertion of the Licentiate Course of Language-Libras at the Federal University of Grande Dourados (UFGD) by the inclusive policy, analyzing it in a broader context in the country. The course in question, created and developed to prioritize the deaf based on the principle of non-exclusion by the Portuguese language in higher education, is researched, aiming to understand which strategies this course offers, in order to expand the right of inclusion of the deaf and, if, in fact, it seeks to provide a teaching based on difference, moving away from the discourse of the deficient deaf body, widely propagated by the relations of power and knowledge in the history of the education of the deaf. It is characterized as a qualitative research, of a theoretical-philosophical nature, based on documentary and bibliographic sources, with the insertion of narratives that were collected with two professors of the aforementioned course with the application of a questionnaire, in a strategic and punctual way to illustrate the theoretical issues of this job; therefore, the questionnaire will not have a conclusive end. It is observed that most part of the educational practices that receive the status of inclusive in higher education do not have specific mechanisms that effectively reach the uniqueness of the deaf person to receive it properly and constitute a significant teaching/learning through the proper use of the language Brasileira de Sinais (Libras), which provides a perverse inclusion. It appears that, more than the Language-Libras course at UFGD, the course creation project is submerged in the normatized inclusive rationality of a listening body and the logic of the oral language, expressing its limits. It is concluded that the project of the Course of Letters-Libras is constituted under the effect of the power-knowledge relationship of this rationality, which operates in legislation and in institutional machines.