Building Paths

Emancipatory Professional and Technological Education for the Deaf Community

Abstract

This article constitutes a section of research on the education of Deaf people in Professional and Technological Education, and aims to analyze the perceptions of Deaf people linked to technical education integrated into high school at the Instituto Federal Catarinense, users of the Brazilian sign language. We used the discourse analysis methodology outlined by Orlandi (1984) and the theoretical and analytical foundation based on Ciavatta (2012), Dalcin (2009), Frigotto (2001), Lima (2018), Quadros (2004; 2016), Ramos (2008), Reichert (2015), Rezende (2010; 2022) and others. We identified a common sense effect in the speeches of Deaf students: a feeling of discomfort and not belonging to the educational environment, reflecting a lack of affirmation of their Deaf identity. These limitations rule out the possibility of assuming a leading role in the context in which they are inserted. We conclude that the production conditions highlight the urgent need for more respectful and appropriate approaches to provide a path towards an emancipatory education for Deaf people in Professional and Technological Education.