Uma visão socioantropológica sobre a educação do corpo surdo

Abstract

This study investigated the education of the body of deaf people from a socio anthropological perspective. With the main purpose of answering the following question: What socio-anthropological aspects related to the body of deaf people were and/or are part of the learning of sign language? We adopted a qualitative research methodologically of a descriptive and interpretative nature and of a bibliographical nature. To direct our investigation, we chose as a general objective: To analyze, from a socio-anthropological perspective, the processes that mark the education of the body and learning of sign language by deaf people. nd as specific objectives: to reflect on the socio-anthropological issues related to general education and the education of the deaf person's body; to highlight the subjections that the deaf body has been subjected to historically in attempts to communicate through sign language; to conjecture about the bodily aspects that mark the deaf language and culture; to emphasize the body as a constitutive marker of resistance in the deaf community. We take as theoretical references three main fields of study: 1) socio-anthropological studies on the body; 2) studies on the education of the body and; 3) studies on the education of the deaf. In the first field, we take as our main bases the studies of Mauss (2003), Foucault (1987), Le Breton (2007). Regarding the second, studies of the body in the educational area, we mainly use Louro (2001; 2000) and Goellner (2017). In the last field, we take studies such as Skliar (2003), Perlin (2006; 2013;2019), Ferreira-Brito (1989), Strobel (2006;2008), Sergio Lulkin (2000; 2013) and Ladd (2013). Based on the analysis of these authors, we conclude that many socio-anthropological aspects are related to the body of the deaf person. However, four main aspects (historical, educational, linguistic and community) have proven to be fundamental for the education of the body of the deaf person. In view of this, we find that control over the body acts within a social complex of domination in which knowledge acts as power in the body of people who go through the schooling process, but mainly of the deaf person. We defend the idea that in the deaf community the body can be considered a symbolic element that acts as a connecting element. We realize that in sign language education is mainly corporeal, because its learning requires a specific education of the body, it requires the codification of gestures with a view to practical or symbolic effectiveness. We believe that although language is a strong reference in the fight for the rights of deaf people, we want to say that the body can occupy a position of equal importance.