CRITICAL ANALYSIS OF DISCOURSE AND INTERCULTURAL HUMAN RIGHTS: CONTRIBUTIVE DIALOGUE FOR THE FORMAL EDUCATION OF DEAF BRAZILIANS

• DOI: 10.22533/at.ed.929262230085

• Palavras-chave: Critical Discourse Analysis; Recognition; Redistribution, Intercultural Human Rights; Deaf People; Equitable Education.

• Keywords: Critical Discourse Analysis; Recognition; Redistribution, Intercultural Human Rights; Deaf People; Equitable Education.

• Abstract:

  This work is part of the Research Project – Citizen learning in the context of citizenship-humanization: the role of critical discourse analysis for vulnerable groups( PVD7353-2019)– which works with vulnerable groups, the deaf community in our case. We know that Deaf People have in their history the denial of rights that, over the years, has become a mark of the struggle of the community for recognition of their identity and culture, as well as for formal bilingual education. We seek to contribute to the Critical Discourse Analysis, CDA, which focuses on the denunciation of oppressive relationships. Anchored in the transdisciplinary character of the CDA, we dialogue with Deaf Studies and Intercultural Human Rights Studies, from a decolonial perspective. Thus, the objective is to analyze linguistically and discursively the discourse of the deaf as to their intercultural right to have a formal bilingual education. We analyzed the passages in the light of the qualitative-interpretative methodology because this research has social bias. To assist linguistic analysis, we used a grammar that considers the social context of language use, the Systemic-Functional Grammar. As a result, the speeches of claiming the deaf for recognition and redistribution of a bilingual education provided us with conditions to reflect on the denial of rights imposed on Deaf People and the urgent need for access to intercultural human rights that recognize aspects of the identity and culture of the deaf community for equitable education.