O ensino de filosofia na perspectiva do filosofar com surdos (as), a partir de uma educação menor em Sílvio Gallo.

Abstract

The interest in working on aspects that emphasize philosophical critical thinking came from the context present in our practice in the classroom, especially in the 2nd year of High School of regular education, which includes two students with hearing impairment, in Philosophy classes. From the observations made in the classroom context, one can see the weaknesses inherent in the teaching practice and, even more so, when we are faced with situations that are not usual in the school routine. In this sense, we aim to investigate ways that can offer the deaf student means that enable an interaction and a way to develop the teaching-learning process. To do so, we rely on authors such as: Deleuze and Guattari (2010), Gallo (2012-2017), Goldfeld (2002), Guarinello (2007), Moreira (2010), Sacks (2010), Skliar (2003), Strobel (2016) and Thiollent (1986). The research aims to address ways to include the exercise of philosophical reflection to deaf students in high school, in philosophy classes, based on the concept of minor education, presented by Sílvio Gallo. Thus, it was intended to undertake the development of the inclusion of the deaf in the approach with philosophy, leading him to the involvement with the other so-called <normal= students, who are the hearing ones, making, thus, an analysis of how philosophy can contribute in the school and social education of the deaf individual, based on philosophical discussions. In this sense, we propose to make attempts that lead us to rethink the educational practice in the classroom, looking for means that raise possible understandings, based on the questions addressed by philosophy, that approach the elements of deaf culture. To do so, we followed Moreira's (2010) idea about concept maps so that we could reach the culmination of the final construction of the research product. The need for this research is presented with the aim of develop possible strategies to achieve paths that lead the school community, as a whole, to fight for the right to citizenship and dignity, based on justice and respect for what is different, what is new, what it is not my mirror, allowing people to live together as diverse individuals. Such initiatives will be able to motivate, sensitize and help the subjects in the social context, making possible, from the discussions exposed in the philosophy classes, the opening of a crack that awakens the conscience about the existence, turned to the self-reflection where people see themselves as responsible for their role as an individual and social being.