CONTRIBUIÇÕES DECOLONIAIS PARA A EDUCAÇÃO SURDA: ANÁLISE DE UM ESTUDO (AUTO)ETNOGRÁFICO SOB A PERSPECTIVA DE UM DOCENTE UNIVERSITÁRIO SURDO

Abstract

This thesis investigates how autoethnography contributes to understanding decoloniality in the experiences of deaf university lecturers, focusing on identity resignification and empowerment. Decolonial theories offer a fundamental critical perspective for analyzing and improving education for the deaf community, presenting alternatives to practices that traditionally neglect their cultural and linguistic specificities. This study proposes questioning standardized Eurocentric educational actions and emphasizing the valorization of deaf people's knowledge and experiences, recognizing their identity as an essential part of an inclusive bilingual and more democratic educational process. Based on this vision, the research seeks to investigate how the decolonial perspective of the deaf can contribute to the renewal of pedagogical and curricular practices. The general aim of this thesis is to investigate the contributions of decolonial thinking to deaf education, analyzing exclusionary educational practices and inclusive alternatives, based on an autoethnographic study of the experiences of a deaf university lecturer. The specific objectives are as follows: (i) Carry out a comprehensive analysis of the literature on educational strategies focused on deaf people, highlighting the theories proposed by renowned decolonial authors such as Aníbal Quijano and Walter Mignolo; (ii) Explore the influences of the colonial structures present in the educational environment and their valorization of sign language and recognition of deaf culture and identity; (iii) To develop an analysis of the deaf researcher's (auto)ethnographic accounts that establish links between deaf experiences and the educational context, together with decolonial foundations; (iv) Identify educational strategies and methods that support a bilingual and inclusive education, decolonizing by recognizing and respecting the knowledge and points of view of deaf communities; and, (v) Reflect and present theoretical ideas that can support the improvement of university teaching and ensure the effective participation of deaf people in the academic environment. The research methodology is qualitative, with a bibliographical and interpretivist approach, considering the intersubjectivities of the researcher, author of this thesis, and the views of the researched authors concerning the two themes investigated, namely: decoloniality and (auto)ethnography. As a methodological procedure, autoethnography was used as the main method for generating data, based on the idea that this approach serves as a tool that can deconstruct stereotypes and increase the visibility of deaf teachers and deaf communities in the context of decoloniality. The results indicate that the trajectory of a deaf citizen is permeated by challenges and the fight against stereotypes, revealing a narrative of resistance that empowers and questions the dominant hearing view. The research highlights the need for more studies in this direction, proving to be essential for the transformation of educational practices, the interaction with inclusiveness in higher education and the Brazilian deaf communities.