Docência e surdez: narrativas de professoras surdas

Abstract

The objective of this research is to explore the narratives of deaf female teachers based on their teaching experiences, knowledge, and lived experiences. Through an intersectional perspective (Akotirene, 2019) encompassing gender, teaching, and disability, it is possible to understand these women's life trajectories, interwoven with visual experiences significantly marked by oppression, educational challenges, and ableism. Furthermore, the study seeks to comprehend their life paths intertwined with the learning of Brazilian Sign Language (Libras), as well as issues of identity and inclusion within the teaching profession. The methodology is grounded in Paiva (2008), which emphasizes narratives as a methodological approach to uncover the essence of participants' experiences, knowledge, and stories. The study focuses on deaf narratives, drawing on Vieira-Machado (2008), acknowledging their specificity, characterized by visual experiences. Additionally, Minayo (2016) provides a methodological framework that allows flexibility in conducting interviews, incorporating open-ended questions and responses. Discussions on gender and women's relations are informed by Beauvoir (1970), Scott (1995), and Butler (2003). The intersection of gender and disability, and its relation to teaching, is discussed through Perlin and Vilhalva (2017), Neves (2020), Perrot (2007), Rodrigues (2019), and Farias (2017), among others. The results highlight the perspectives of women who choose teaching out of free will, despite the oppression they have faced throughout their lives. Their relationship with teaching is marked by affectivity and the daily confrontation of various forms of oppression, including symbolic violence, ableism, exclusion, and power dynamics, which are uniquely experienced by women with disabilities.