Educação de surdos e colonialidade do poder linguístico

Abstract

This study presents a brief discussion on the linguistic colonization imposed on the Brazilian deaf community through “hearing” practices (“ouvintismo”). We assume as a hypothesis that the ouvintismo experience suffered by the deaf may have negatively impacted their education process. The general objective of this investigation is to reflect on the coloniality of linguistic power in the education of deaf subjects. The research methodology is based on a qualitative approach, with bibliographical research of the literature review on the education of the deaf and coloniality of linguistic power. The theoretical framework draws on Hall (2016), Karnopp (2006), Skliar (1998, 2013), Strobel (2009, 2008), among other authors; official documents, Act No. 10436/2002, Act No. 14191/2021 and Decree No. 5626/2005. The results confirm the hypothesis that the impositions of the listeners, as a linguistic majority, have harmful effects on the educational process of the deaf, as a linguistic minority. To pursue a decolonial struggle in the educational and linguistic context, the deaf people resist through their culture and their identity. As an example, we have Deaf Studies, Deaf Literature, Body Slam, the recognition of the linguistic status of Libras, among other movements that seek to provide ways to interrupt the colonizing effects and the “ouvintismo” impacts on the history of the deaf.