Trajetividades com outros-juntos: O que pode uma docência com a presença-vida surda na escola comum?

• Ano de defesa: 2022
• Autor(a) principal: Dell' Osbel, Letícia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Docência; Trajetividade; Outros-juntos; Educação com surdos; Vida; Teaching; Trajection; Others-together; Education of the deaf; Life; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/26309

This thesis was produced within the Education Post-Graduation Program of the Universidade Federal de Santa Maria in the line of research Special Education, Inclusion and Difference, in which I problematized my teaching affected by the following research problem: how the teacher could operate in the educatofunction with the presence of the in the common school? I aimed to understand how the educatorfunction could be constituted and operate in the context of education of the deaf in a common school as a way to think about other relations and experiences of life and learning. I embraced the notion of trajection coined by Virilio as a theoreticalmethodological movement and elected as research materiality a number of experience-marks of my teaching at the common school Fernandes Vieira in Lajeado/RS. I operated in the analytic process with tools-concept developed by the French philosophers Foucault, Deleuze and Guattari together with other authors, intercessors of their thoughts, from a post-structuralist perspective. I sought to understand and problematize the discursive production in which sits the scene of colonized-schooled education of the deaf due to the effect of neolibral rationality and normative documents that guide the education of these individuals. When exploring my experiences-marks I analyzed the effects of this discursive production in my teaching from the teacher-position perspective in the arborescent dynamic of major education. I operated with the emergency of the educatorfunction and the minor education in the analysis of the experiences-marks based on the trajection with the deaf presence-life by means of practices and singular experiences lived as otherstogether. By reflecting upon my existence-teaching I announced that in the midst of a major education, plans, actions and State public policies the teacher could free himself/herself from teacher-position and work in the educatorfunction from an ethical and esthetical trajection of life with the other. In the produced analytical scope, the movements-concepts of major and minor education were not understood as opposites but as co-functioning as well as the teacher-position and the educatorfunction. The educatorfunction and its minor experimentations were announced as potent to think of a vitalist policy at school and the possibility of becoming another kind of education of the deaf with the dispositive of resistance and (re)existence. The operations undertaken by my living-researching corroborate the insurgence of other ways of teaching and education and, consequently, other productions of existences and relations with the deaf presence-life at the common school, which transgress the subjecting relations of knowledge-power-truth. I drew upon the essay writing as Letíciateacher-researcher-trajective to reflect upon my life and learning and remained trajective to new reflections about the developments yet to come with others-together.