DIALOGANDO SOBRE EDUCAÇÃO DE SURDOS, (DE)COLONIALIDADE E LETRAMENTO VISUAL CRÍTICO

• Ano de defesa: 2024
• Autor(a) principal: Mauricio Loubet
• Orientador(a): Nara Hiroko Takaki
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Surdos, educação, letramento visual crítico, (de)colonialidade.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/11071

The education of Deaf students is a widely debated issue due to the numerous linguistic and methodological obstacles that compromise these learners’ academic development. To carry out this research, we established the following general objective: to problematize the contributions of critical visual literacy and the (de)colonial perspective to Deaf education. Building on this goal, we specifically aimed to: (1) Discuss the concepts of Critical Visual Literacy by articulating their definitions, characteristics, and relevance in the educational context; and (2) Describe the manifestations and implications of (de)colonial occurrences in Deaf education. In order to achieve these objectives, we conducted a bibliographical study with a qualitative approach, developing the reflections that emerged during the research process. The literature review took place in January 2023 and identified theses and dissertations published from 2000 to 2019. Consequently, we drew upon studies related to Deaf education (Ferreira, 2019; Mendes, 2015; Perlin, 2003; Giordani, 2003; Nascimento & Silva, 2019; Mahl & Ribas, 2013; Sá, 2006; Lane, 2008; Longman, 2007; Freitas, 2021; Lobato, 2023; Quadros, 1997, among others), critical visual literacy (Ferraz, 2011, 2012, 2014, 2019; Mizan, 2011, 2013; Cotrim, 2018; Ferraz & Mizan, 2019, 2023; Mizan & Ferraz, 2021; Cotrim & Ferraz, 2014; Takaki, 2012, among others), and (de)coloniality (Maldonado-Torres, 2003; Mignolo, 2003, 2017; Quijano, 2005, 2007; Walsh, 2009, among others). In addition to discussing these areas, we developed three reflective axes featuring questions to foster possible meanings and viewpoints generated from the images we selected. The results indicate a lack of research focusing on critical visual literacy for Deaf students, highlighting the need to broaden methodological and theoretical horizons to include and value Deaf individuals’ visual and communicative experiences in this field of study. Keywords: Deaf, education, critical visual literacy, (de)coloniality.