A produção escrita-discursiva de pessoas cegas no Enem 2017: formações e memórias discursivas em perspectiva

Abstract

This thesis prioritizes the written-discursive production of blind people within the scope of the Enem 2017. It also highlights the centrality of the blind person as an author/producer of texts and the importance of this centrality as an object of teaching in the schooling processes of these people. This centrality germinates as a general objective: To understand what discursive formations/memories are part of the written-discursive production of blind people within the scope of the Enem 2017 and unfolds two specific objectives: 1. To identify which discourses coexist from the reflection proposed by the theme directed to the challenges to educational background of the deaf person in Brazil; 2. To understand how this written-discursive production makes it possible to reflect on the condition of the blind person from the signaling of the challenges for the educational formation of the deaf person. We bring, as a theoretical contribution, the studies on language that privilege it as a social fact; historical-cultural psychology; historical-critical pedagogy; disability models, as well as a brief epistemological incursion into the theory of linguistic rights. Within a qualitative approach, we built our methodological path by dialoguing documental research and French Discourse Analysis for the formation, analysis and interpretation of the discursive corpus. To this end, we read the entirety of the five hundred and eighty-five essays written by blind people participating in the Enem 2017 edition, at the headquarters of the National Institute of Educational Studies and Research Anísio Teixeira (Inep), in Brasília-DF. Two emerging categories consolidate the research: a) The affirmation of an inclusive paradigm that coexists with a speech of linguistic deprivation in relation to the deaf person and b) The reflection on the condition of blind person from the signaling of the challenges for the deaf person's educational formation. The categories reveal a linguistic condition that inscribes the blind person as a producer of a written-discursive materiality that, in a first instance, places the deaf person in evidence, problematizing, questioning and affirming their linguistic circumscription, reflecting the updating of a socio-historical and cultural order of linguistic deprivation through another powerful discursivity: that of the implausible affirmation of the officialization of Libras as a second language in Brazil, making us reflect on its place in the composition of the multi and plurilingual Brazilian reality. In a second instance, this same materiality germinates an analysis bias that also accuses the presence of the “blind person”, historically instituted as a sign; as a peripheral being to the instituting logic of the seer and as a subject of rights that challenges, in a continuous and germinal way, the logic of being “disabled” so that, through their activity as a being of language, they perceive themselves as “people with a disability” and as a “blind people”, within the discursive formations inscribed in the paradigms of exclusion, segregation, integration and inclusion and in the supernatural, medical and social models of disability. The paradigmatic relationships/models are then sedimented as discursive memories, because, even with the transformations proposed by the more recent paradigm of inclusion, the presence of previous discursive formations that make up the social imaginary about being blind/being a person is perceived with disabilities. The transformation of these stabilized meanings is revealed as an effect of meaning that marks the assumption of the place of subject, that is, of a social place, resignifying the existence of the blind, decentralizing this condition of not seeing and shifting it to the condition of existing from a being-there blind.

Keywords: Visual impairment. Blind people. Enem 2017. Written-discursive production. Speech analysis.