摘要：This paper problematizes narratives of deaf individuals (participating in na psycoeducacional group) about their schooling processes. Based on data analysis, we highlight two analytical categories — specificities of the school processes of the deaf persons (oralism X bilingualism) and feelings about school: discursive contradictions. In general, the data show that: a) the individuals’ memories about school refer to an oralist past, in which the prohibition of the use of Brazilian Sign Language heavily marks their institutional experiences; and b) school is described as a conflicting and non-inclusive place.
其他摘要：This paper problematizes narratives of deaf individuals (participating in na psycoeducacional group) about their schooling processes. Based on data analysis, we highlight two analytical categories — specificities of the school processes of the deaf persons (oralism X bilingualism) and feelings about school: discursive contradictions. In general, the data show that: a) the individuals’ memories about school refer to an oralist past, in which the prohibition of the use of Brazilian Sign Language heavily marks their institutional experiences; and b) school is described as a conflicting and non-inclusive place.
