Abstract This article presents a cartographic analysis of an artistic-cultural intervention with deaf youth at the São Carlos Deaf Association. Grounded in Deaf Studies and Philosophies of Difference, it investigates how aesthetic-poetic practices in Brazilian Sign Language (LIBRAS) intersect with linguistic and cultural rights. The workshops involved image reading, experimentation, and visual creation, inspired by Van Gogh’s Sunflower Field and the signed poetry of Cláudio Mourão, as developed in the #CasaLibras project. Data collection included video recordings, field notes, and artworks. The analysis highlights the marginalization of deaf art, deferred textuality as an authorial practice, and art in LIBRAS as an assertion of political and identity-based claims, advocating for beyond-accessibility as an ethical-political horizon.
Abstract Although Brazil has over forty schools of Bilingual Education for the Deaf (BED), the literature on how these institutions organize their practice is limited. The purpose of this article is to present the BED models of organization located in major cities of the State of São Paulo based on data produced during the mini-course “Organization Models for BED Schools: Three Different Experiences,” which was held during the Week of Education of the University of São Paulo (USP). It was possible to identify the main characteristics of each model, the methodologies used, the strategies of support to the families, and the challenges to assure the linguistic right of deaf students. Despite the differences in the scenario (private institutions and municipal public schools), the three models converge in the defense of the Brazilian Sign Language (Libras) as first language (L1) and written Portuguese as second language (L2), in the priority to the early language acquisition and articulation with the deaf community. The experiences analyzed show that schools of Bilingual Education for the Deaf are not spaces of segregation, but linguistic territories that assure equity and identity.
Abstract The psychological unease surrounding the practice of academic writing is a widespread phenomenon in the current university landscape, with significant implications for students’ and professors’ trajectories across all knowledge areas. Despite the collective nature of the problem, the thematic analysis has been guided by individualist perspectives of the phenomenon. Considering this landscape, I argue that the unease with academic writing derives from the modern process of naturalization of writing, through Romantic and Realist ideologies of literary composition. Likewise, I argue that such processes create their more nefarious effects in countries such as Brazil, as the singularities of colonization in peripheral countries enhance the effects of those ideologies by maintaining linguistic prejudice and a constant sense of academic bovarism.
Abstract This article is the result of discussions held within an international research group, composed of Swiss, Brazilian, and Italian scholars, concerning Vygotskian texts on disability. The central objective of this study is to examine the differences found in the translations of the text The Problem of Mental Retardation into four Western languages — Portuguese, English, French, and Spanish — highlighting, from a comparative perspective, the terminological choices, reformulations, and other elements that, when compared, produce divergent meanings. The guiding question of this investigation can be formulated as follows: are there significant differences in the terminological choices among the translations of this text? If so, what are they? The comparative analysis allowed for the identification of problems related to syntactic reformulations, omissions, and additions, as well as terminological variations that directly impact the meaning of the passages. The results reveal a conflict of criteria in translational choices: on the one hand, the need to maintain the terminological rigor of the original text; on the other, the adaptations required for the text to be understood by readers from a different language, culture, and historical period.
Abstract This article discusses the role of the researcher-cartographer in understanding the dynamics of hybrid education, a concept marked by the articulation of in-person and digital practices. Using the cartographic methodology, inspired by Deleuze and Guattari, the study favors immersion, participant observation, and reflective records, especially during the 2nd Expo of the Innovation Network for Hybrid Education (RIEH). The results evidence that the researcher’s sensitive interaction with the field broadens the understanding of educational processes, allowing for the capture of innovation flows and the challenges of hybrid practices. In the context of the investigation, it is concluded that cartography, by favoring the interaction and co-engendering between subject and field, enhances the understanding of contemporary educational dynamics and contributes to the construction of a more sensitive and situated epistemology.
