Entre a casa e a escola: percurso autoformativo como alfabetizadora bilingue de criança surda - um estudo autobiográfico

Abstract

The present work deals with the author's practice and (self) training process as a bilingual teacher. From the morphological, textual, discursive point of view, the axis that defines the research trajectory is the autobiographical narrative assumed both as a means of (self) formation and as an investigation strategy. The main objective of the study was to deepen the discussion about becoming a literacy professional in action, in an informal non-school context and in a formal context. Data analysis was done by grouping categories (JOSSO, 1988) and crossing them, to identify the constitutive dimensions of non-formal experience, in an attempt to answer the proposed question. In which aspects can an informal bilingual non-school literacy experience contribute to the (self) training and to the social and school inclusion of deaf students? The development of the dissertation discourse is given by the dialectical relationship between the socio-structural (what is given by the social context where the subjects' lives are developed) and the socio-symbolic (the world experienced by these same subjects)The whole text is presided by their searcher's subjectivity, who, being declared and explicitly the voice of the protagonist of the whole text in polyphonic relationship with the voices of others: theoretical references and others, whose voices appear in writing. The results of the study revealed two dimensions of the narrative. And the political dimension – that was shown through the militancy in search of that the laws in favor of a deaf child, and of the whole community, were fulfilled.