ATENDIMENTO EDUCACIONAL ESPECIALIZADO PARA SURDOS: SUA IMPORTÂNCIA PARA A CONSTRUÇÃO HISTÓRICO-CULTURAL E IDENTITÁRIA DO SUJEITO SURDO NOS ESTUDOS CULTURAIS

Abstract

This research portrays the importance of providing services in multifunctional resource rooms for deaf people who use sign language for the construction of identity and culture of students attending and working in this space and cultural studies. As part of the methodological procedures and objectives, we intend to use a qualitative action research study to verify the role of AEE for deaf students in building the lives of deaf students. In order to understand educational practices in the dialogical context, varied theoretical contributions focused on the theme and current legislation were used. This research is based on authors who address the fields of cultural studies, namely: Ferreras (1999), Cevasco (2003), Bhabha (1998), Kassar (2003), Mazzotta (2009), among others. And others in the fields of deaf studies: Lodenir Karnopp (2004), Ronice Quadros (1997, 2003), Lucinda Ferreira Brito (1993), Gladis Perlin (2004), Paddy Ladd (2018), Gesser (2009), Gianotto (2020) and several others. With a view to subsidizing, expanding and optimizing discussions that are based on the field of Cultural and Post-Colonial Studies, processes of historical-cultural and identity construction and schooling practices of deaf students who attend the Specialized Educational Service (AEE) in the Resource Room Multifunctional for access to Libras, the Portuguese language and other contexts, so that its relevance can be disseminated in the academic world. Keywords: Resource Room in LIBRAS; historical-cultural construction; Specialized Educational Service; deaf, Cultural Studies.

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