A Educação escolar de indígenas surdos Guarani e Kaiowá: discursos e práticas de inclusão

Abstract

The school attendance for deaf students is in process of being constituted in the schools located in the indigenous lands of Mato Grosso do Sul (MS). In these schools the valorization of Guarani and Kaiowá peoples‘ language and culture has been central in the struggle for a different schooling. In such context the objective of this study is to investigate the discourses about differences that circulate in the schools. The specific objectives were: a) To map the discourses / statements of indigenous education professionals about school and the constitution of a differentiated school education among the indigenous communities; b) To analyze the discourses that circulate in the communities surveyed about the deaf subjects‘ differences; c) To question the teaching experiences for deaf students and linguistic and didactic strategies employed, starting from the practices described by the teachers; d) To analyze the knowledge and power relations involved in the invention of an inclusive education in the differentiated indigenous school. The theoretical-methodological approach is based on the post-critical theory, and the results are discussed using such tools resistance, minor education, and linguistic hospitality proposed by the authors Michel Foucault, Gilles Deleuze, Silvio Gallo and Paul Ricoeur. The study was carried out in six schools located in the indigenous lands of Amambai, Limão Verde, Taquaperi and Takuaraty / Yvykuarasu (Paraguassu) in the south of the Mato Grosso do Sul state. Participants in the study were municipal education managers, school directors, school pedagogical coordinators, teachers and a student. Procedures of post-critical ethnography were used such as interviews, observations of interactions and pedagogical resources, dialogues with school subjects, documentary analysis and photographic records, which served as stuff for discourse analysis. The results indicate that, although the pedagogical proposal of the schools visited is the teaching of Guarani and Kaiowá language as the language for instruction and teaching of Portuguese as a second language for indigenous people, for deaf students education has prioritized Portuguese language literacy, which is the majority language use in the teaching materials, and the Brazilian Language of Sign (Libras) in case there are qualified professionals. The study proposes that the educational model adopted for Brazilian indigenous schools (based on teaching of the native mother language as first language and the hegemonic language as a second language) does not apply to deaf students. The chosen teaching strategies make the sign languages and the cultural differences of deaf indigenous students invisible and do not contribute to the maintenance and enhancement of the mother languages in indigenous communities.