Discursos e letramentos na representação de deficiência de uma professora do atendimento educacional especializado

Abstract

In this work, we aim to understand the deficiency representation of a teacher of Specialized Educational Assistance (SEA), from the literacy practices located in this context and space. For thatso, we are theoretically based on the Social Model Disability (DINIZ, 2012) that understands disability as a political concept, in Critical Discourse Analysis (FAIRCLOUGH, 2012, 2016; RAMALHO; RESENDE, 2006, 2011; MAGALHÃES; MARTINS, 2017), and in Social Theory of Literacy (STREET, 2012, 2014; BARTON; HAMILTON, 1998). Data generation occurred through a participant observation in the Multifunctional Resources Room of a public school in the city of Fortaleza, and a semi structured interview made with the SEA teacher. Fromouranalyzes, we understand that the teacher discursively represents disability as a complex condition, but with inan extended understanding of the concept of normality. Faced With This, the literacy activities located in the SEA room are permeated by the multiple identity constitutions of students with disabilities, contributing to their counter-hegemonic agency.