LANGUAGE, CULTURE AND DEAF IDENTITY: (AUTO) BIOGRAPHY AND REFLECTIONS ABOUT THE INCLUSION OF DEAF PEOPLE IN THE SCHOOL CONTEXT

This research refers to discussion and reflection about the language, culture, identity and inclusion of deaf people in the common teaching. Its objective was to show the importance of knowing and recognizing the language, identity and deaf culture in the school environment. For its development we searched for authors such as Fernandes, (2013), Montoan (2008), Perlin (1998), Lopes (2016) and Skliar (2008). These authors present discussions that give a theoretical basis for the reflections discussed here. This is a qualitative nature research, anchored in the (auto) biographical method and is based on the interpretation of the narratives of the subjects who build and live their stories.

Three (3) deaf people participated in the study, through their narratives contributed to the interpretation of the data, which enabled us to infer that the deaf people are included in different educational contexts, but there is no evidence that the school has knowledge about their language, identity and culture. Thus, it is understood that there is a need to supply, in terms of training, the school staff. In this sense, it is understood that when the school has relevant information about the subject discussed in this article, it recognizes the reality and the real needs of these deaf students, since each of them have in their contexts an already internalized history.