Curriculum, Deaf Protagonism and Emancipation
This Article aims to discuss how the Deaf Protagonism, considered central in the Curriculum, can contribute to the process of raising awareness of the Deaf Subject, breaking with the logic imposed by historical, cultural and political constructions. Taking as a reference a critical and democratic ed...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/54439 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/54439 |
| Access Level: | acceso abierto |
| Palabra clave: | educação currículo ser surdo protagonismo surdo autoria surda education curriculum deafhood deaf protagonism deaf authorship educación ser sordo protagonismo sordo autoría de sordos |
| Sumario: | This Article aims to discuss how the Deaf Protagonism, considered central in the Curriculum, can contribute to the process of raising awareness of the Deaf Subject, breaking with the logic imposed by historical, cultural and political constructions. Taking as a reference a critical and democratic education that considers the effective participation of the Deaf as essential, bibliographical references are presented that support the reflections on the relevance of meaning the linguistic, cultural and epistemological difference of the Deaf Community as a guarantee of the Deaf Subject's right to a dignified demand. |
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