Histórias de Reexistência e de Resistência: Uma Pesquisa Narrativa autobiográfica de uma aluna surda

Abstract

This research was shaped in light of Clandinin and Connelly's (2015) theoreticalmethodological path of Narrative Inquiry, within the field of Applied Linguistics. Considering the experiences of the deaf person within society, this study addresses personal experiences in the context of reexistence and resistance of a deaf student and the implications of deafness in her learning process. I aim to narrate and to understand the stories of reexistence and resistance that mark my educational and social journey as a deaf person and a deaf student and language learner, from basic education to the present, as a master's student. As specific goals, I seek to understand how the experiences as a deaf person and deaf student contributed to my socioeducational construction and to narrate and discuss lived experiences about deafness and their implications within my education. The discussions delve into the theoretical field of different authors, addressing contexts based on the existence of the deaf person, their social inclusion, their culture and deaf identity. The narratives and the meaning making process follow the investigative perspectives proposed by Ely, Vinz, Anzul, and Downing (2005) and Dewey's Experiential Theory (1938), tied to my stories of reexistence and resistance as a deaf person and deaf student and how they contributed to the construction of my profile as a bilingual deaf woman (Brazilian sign language/Portuguese). My perceptions about this study helped me to understand that my social construction was centered on new reexistences as deaf and resistance as a deaf girl who tried to assume her identity within the social and educational environments that I have been through, and favored the choice for teaching, an area that I seek to improve during my academic and social education.