Navegando por Autor "LUNARDI-LAZZARIN, Márcia Lise"

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    A constituição do sujeito pedagógico surdo: investimento comunitário na escola
    (2012) CAMATTI, Liane; LUNARDI-LAZZARIN, Márcia Lise
    With the development of this article, we intend to discuss the constitution of the deaf pedagogic subject from the convergence between community and school for the deaf. It's take a look at the subject object of pedagogy that has its construction also defined by the ways in which the deaf community falls within the school for the deaf. The following study was conducted using as research subjects deaf students and teachers of specific schools for the deaf in the cities of the Caxias do Sul/ RS, Porto Alegre/RS and Santa Maria/RS. To develop this text, was used analytical tools resulting from studies of post-structuralist strand depending on the convenience of this perspective when it sets the objective to understand the processes of production of truth and the constitution of subjects. It was possible to outline four key strategies that illustrate the investment by the community in shaping the political subject through the school: the need to maintain contact with deaf peers; the need for allocation of a geographic and temporal spatiality to the joint community; the intervention at an early age; and the presence of deaf people with successful personal and professional stories working in the school. Through the development of this article, it was possible to realize that the community understands the school as a possibility of maintenance of its operation and principles according to which the subject who is pedagogized in the school learns there to be political and to account for what the community wants.
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    Cultura e comunidade surda: intersecções e emergência do sujeito pedagógico surdo no espaço escolar
    (2010) CAMATTI, Liane; LUNARDI-LAZZARIN, Márcia Lise
    The work that goes on is from a research proposal that aims at examining the ways in which the deaf community can relate to the school environment and how, in this context, the deaf culture subject emerges from capture his difference. Therefore, it starts out a review of the way the school for the deaf is being produced and the place it is occupying when the deaf community meets, relates or even is allocated within the school environment. Accordingly, the analytical tools used for the development of this text are taken from the field of Deaf Studies and Cultural Studies in Education, focusing especially on discussions concerning the educational institution, culture, community and deaf pedagogical subject. Thus, trace a discussion about the ways in which the school is becoming a place of discipline, of culture circle, institutions of meanings. The school for the deaf is often the only place of communication. It can be inferred that it has some roles that differ from regular schools. A picture emerges in which the school's disciplinary practices are reviewed, modified and conditioned by the approach to the deaf community. This, in turn, also has very peculiar forms, breaking into a space that is the reluctance of discourses about culture, its main weapon of resistance.