História e memória da educação do surdo em Goiás: escola estadual especial Maria Lusia de Oliveira (1988-2015)

Abstract

The present study is the result of the stricto sensu postgraduate program in Education at the School of Teacher Training and Humanities at the Pontifical Catholic University of Goiás, within the Education, Society and Culture research line. The objective of this research is to search for the history of the educational process’ history of deaf person in Goiás (Brazil), as well as its social and linguistic organization – and the vestiges of this education – focusing from the 1980s until the year 2015. It is a fruitful period in public policies and structuring legislation of special education and inclusion of deaf person in Brazil and in Goiás. To reach the proposed objective, I chose to investigate the extinct Escola Estadual Especial Maria Lusia de Oliveira school institution, considering that its trajectory (creation, functioning and extinction) coincides with this research period. In addition to the school history, I also proposed to know the historical narrative of Maria Lusia de Oliveira’ life, an educator who was honored by giving her name to the investigated school. Based on oral history, we sought to catalog, organize, and record the reports, memories, testimonies, and imagery sources that until then had been informally pulverized. The field research is composed, therefore, by the analysis of the documentary and imagery sources collected and the oral interviews’ analysis of the subjects who participated of the 27 years of existence of Maria Lusia school, beyond the friends and relatives who testified about Maria Lusia’s life. The bibliographic research seeks to encompass the founding concepts and categories from the perspective of Cultural History, analyzing works by researchers such as Le Goff (2003), Pesavento (2005) and Chartier (1987). On history and memory, I used Ricoeur (2000), Pollak (1989) and Halbwachs (2004). On Oral History, Arendt (1993; 2010; 2011), Bourdieu (1986) and Thompson (2005). For the analysis of the school institution, Bosi (1984) and Magalhães (2004) were used. For the Brazilian historical educational context of deaf education, the productions of Skliar (1997 and 2010), Goldfeld (2002) and Rocha (2009) subsidized the study. It is inferred that in view of paradigm shifts in special education in Brazil in recent decades, the public policies that previously supported the maintenance of special schools no longer exist. What can be seen from the research is that, from the new paradigm of inclusive education, which gained strength in Brazil in the first two decades of the 21st century, such institutions have become obsolete and obstacles to full social inclusion, educational and linguistics of deaf person. Considering that the perspective of inclusion proclaims that student should study in a regular teaching institution, and not in a special one, this policy and pedagogical vision inevitably led to the extinction or reformulation of the country's special schools.