| dc.description.abstract | This thesis describes and analyzes the discourses that have constituted teacher education curricula by problematizing the field of Special Education as a locus of deaf teacher education. In order to do that, it analyzes seven curricula of teacher education courses developed from 1962 and 2009 at the Federal University of Santa Maria (RS). Inspired by Foucauldian studies in education, it has used the concept of discourse as a theoretical-methodological tool. The research has evidenced three major discursive emphases in the teacher education curricula analyzed, as follows: the health field (started in 1962), Pedagogy (started in 1973) and Special Education (started in 1984). In each of those emphases, it is possible to notice the recurrence of discourses about disability and difference/diversity. Since 2004, the strong presence of discourses about diversity and inclusion has been highlighted. It has been concluded that the discourses about diversity, articulated with those about Special Education, are a condition of possibility for the existence of the deaf difference/diversity in Special Education courses in Santa Maria. It has also been concluded that the curriculum in effect since 2004, in comparison to other curricula, has evidenced an increase in pedagogical discourses, a decrease in discourses about disability and an increase of discourses about deafness as difference. The thesis has defended that the curricula, in their changes to be updated, have favored diversity rather than deaf difference. | en |
