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(3) © Omar Barbosa Azevedo Versão do resumo em Escrita de Sinais realizada pela Libras Escrita: execução de Pedro Zampier Lopes Vieira de Oliveira; revisão e transcrição: Madson Barros Barreto e Raquel Tibúrcio Rosa Barreto. Revisores: Português (texto): professora Rizomar Brito Rocha. Espanhol (resumo): professora Dra. María del Pilar Fenández-Viader (UB). Francês (resumo): professora Me. Maria Clotilde Meirelles Ribeiro (UNIVASF). Inglês (resumo): professor Dr. Domingos Sávio Pimentel Siqueira (UFBA). Ilustrações: Maurício Damasceno, professor surdo de Libras e artista plástico. Ilustrações de sinais da Libras: Fernando César Capovilla, Walkiria Duarte Raphael e Aline Cristina L. Maurício. As reproduções das ilustrações foram devidamente autorizadas pelos autores. Ficha catalográfica elaborada por: Maria Auxiliadora da Silva Lopes (Biblioteca Anísio Teixeira). Normalização de acordo com o Manual de Estilo Acadêmico: Nídia Maria Lienert Nubisco, Sônia Chagas Vieira e Isnaia Santana.. Meus sinceros agradecimentos a todos que contribuiram para a realização deste trabalho. Que os esforços de todos nós sejam benéfícos à a comunidade surda mundial e a todos seres!. SIBI/UFBA/Faculdade de Educação – Biblioteca Anísio Teixeira Azevedo, Omar Barbosa. Significado e comunicação: compreendendo as mediações linguísticas entre professoras e alunos surdos pelas vias da tradução e da etnonarrativa implicada / Omar Barbosa Azevedo. – 2013 296 f. : il. Orientador: Prof. Dr. Roberto Sidnei Alves Macedo Tese (doutorado) – Universidade Federal da Bahia. Faculdade de Educação, Salvador, 2013. 1. Surdos – Educação 2. Intérpretes para surdos 3. Língua brasileira de sinais. 4. Surdos – Meio de comunicação. I. Macedo, Roberto Sidnei Alves. II. Universidade Federal da Bahia. Faculdade de Educação. III. Título CDD 371.912 – 22. ed..

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(117) 27. 1. INTRODUZIR, PARA INICIAR UMA ETNONARRATIVA. Nesta tese de doutoramento, narro um recorte da minha história de vida, no âmbito da formação acadêmica, marcado por uma profunda inquietação epistemológica. Por essa razão, tive que fazer opções metodológicas para investigar um aspecto da Educação de Surdos. Para pesquisar a comunicação entre professoras e alunos surdos, optei pelos fundamentos teóricometodológicos da etnopesquisa e da sociolinguística interacional. Este processo levou-nos a propor a noção de etnonarrativa implicada (AZEVEDO; MACEDO, 2013) como fundamento para a minha compreensão ampliada do objeto de pesquisa inicialmente abordado. Com estas opções metodológicas, abordei as interações comunicativas entre professoras e alunos surdos em quatro sucessivas etapas: começando pela curiosidade etnográfica, depois pela convivência institucional, passando por vivências auto e heteroformativas com usuários da língua brasileira de sinais (Libras) e, finalmente, exercendo a etnopesquisa implicada com a comunidade surda. Esta itinerância foi necessária para que eu pudesse construir uma implicação e rompesse a barreira linguística com os usuários da Libras. Foi vivendo estas experiências, que passei a compreender que o fato de ser surdo tem um significado singular para as pessoas surdas. Tal significação não compreende apenas o uso da Libras, mas processos culturais, identitários e políticos que convergem na luta dos surdos por uma educação que não desconsidere estes aspectos. A interação entre professoras e alunos em Libras torna possível a comunicação, mas é o contato com referenciais de significação e de identificação que torna possível a formação de alunos surdos, num sentido que envolve pertencimento, reivindicações, superações e desafios outros do “ser surdo” (PERLIN, 2003). Com esta abordagem da Educação de Surdos, trago a discussão de suas problemáticas para um âmbito que não é o da Educação Especial, nem o da Educação Inclusiva. Este meu esforço de etnopesquisa implicada a partir de “um olhar sobre as diferenças” (SKLIAR, 1998, grifos meus), traz a questão da Educação de Surdos para o seio do grupo de pesquisa em Currículo e Formação (FORMACCE) e suas interfaces com os Estudos Surdos: Omar Azevedo (2011), implicado ao movimento da comunidade surda, EUSURDO, principalmente no que diz respeito à preservação da sua tradição linguística vinculada à comunicação por Libras, exerce uma forte crítica ao inclusivismo que nega essa tradição comunicativa e seus significantes. A partir dessa condição e mobilizado pelas implicações aqui descritas, vem realizando uma pesquisa de doutorado compreensiva e propositiva, na qual o objeto construído emerge a partir do que a comunicação aluno-professor institui em termos de significantes em jogo (MACEDO, 2012, p.155-156)..

(118) 28. 1.1. UM TEXTO SINGULAR E PLURAL. Escrevo em primeira pessoa do singular porque, deste modo, redijo de forma honesta. Quero expressar-me de forma clara para mim mesmo e para os leitores. Em alguns momentos, também escrevo na primeira pessoa do plural quando é necessário dizer que não estive sozinho na realização desta pesquisa. Com este aviso antecipado, quero mostrar que não há confusão da minha parte quanto à pessoa do discurso escolhida para a redação desta tese. Ao escrever em primeira pessoa do plural, sou consciente das razões deste procedimento. Felizmente, fui auxiliado por tradutores/intépretes de língua de sinais (TILS) no processo de descrição das falas dos interlocutores, bem como para a tradução de depoimentos de pessoas surdas que entrevistei ou que orientei. Para mim, é mais adequado dizer “nós” quando faço referência a momentos vividos com colegas usuários da Libras nos âmbitos da pesquisa e da formação. Sobre este aspecto de co-participação e autoria definida na redação de uma etnopesquisa, Macedo (2000, p. 215) comenta: Ademais, é significativo que se encontrem no corpo da redação de uma etnopesquisa, suficientes índices que indiquem que o pesquisador apreendeu a realidade a partir do vivido dos atores sociais, mesmo que saibamos que a obra redigida é, em realidade, uma plural construção co-participada, ela tem uma autoria definida.. Esta construção coparticipada se expressa num texto que é literalmente singular e plural ao mesmo tempo, mas que nem por isso perde a definição da minha autoria. Meu pertencimento à comunidade surda é outra razão para escrever em primeira pessoa do plural em alguns momentos. Afinal, nós – familiares, amigos, TILS, pesquisadores implicados – somos sensíveis à singularidade linguística e cultural dos surdos. Somos uma comunidade solidária que se forma a partir das relações com as pessoas surdas. Felizmente, avanço em minha formação juntamente com surdos e TILS que me auxiliaram nesta pesquisa. As sucessivas etapas da minha investigação foram acontecendo rumo à etnopesquisa implicada, comprometida com o empoderamento de surdos e TILS, bem como com uma formação emancipacionista destes atores sociocurriculares. Construindo minha implicação, eu também auxiliei os usuários da Libras em seus momentos formativos. É uma felicidade saber que eles avançaram em suas itinerâncias e conquistas acadêmicas. Nós sabemos que esta cumplicidade é própria de uma comunidade que reivindica direitos e busca ocupar espaços de protagonismo curricular..

(119) 29. Como se não bastassem todos estes motivos, a leitura atenta dos meus escritos por parte do meu orientador, a partir da qual ele sugeriu conceitos novos que desenvolvemos neste trabalho, também cria um desdobramento de ideias em parceria ao qual refiro-me mais adequadamente em primeira pessoa do plural. Enfim, numa investigação como esta, etnopesquisar fez-se realmente sinônimo de pluralizar. E eu pluralizei-me.... 1.2. A COMPREENSÃO COMO AÇÃO E REALIZAÇÃO IMPLICADAS. Sinto a necessidade de iniciar esta etnonarrativa partindo de uma explicitação de sua categoria inaugural. No título da tese, anuncio um movimento de compreensão e por isso reflito, ainda que brevemente, sobre o sentido da palavra e do ato de compreender. Quero trazer para os leitores, e para mim mesmo, uma ideia de compreensão que se afasta de simplificações como abstrair e entender. A compreensão é uma atividade cognitiva e afetiva, por isso ela é com-plexa. Compreender é ação que se realiza, não sem conflito, entre a mesmidade e a alteridade. A compreensão implicada é seguramente fonte de alteração para o sujeito. Que sentido a palavra compreensão adquire no âmbito deste meu texto? Compreender, aqui, não significa apenas um ato cognitivo de empatia pelas vias da escuta e/ou do olhar sensíveis. Sensibilidade para ouvir/ver é fundamental em relações humanizadas, mas a ação sintonizada requer algo além deste ponto de partida, já que demanda formas transcendentes de compreensão. Compreender implicadamente cria a possibilidade da cumplicidade, da ação e do engajamento com o outro e seu grupo, todos juntos, em conexão intersubjetiva. Compreender implicadamente é ato que se realiza necessariamente com o outro e, portanto, é fenômeno densamente humano. Compreendo, logo existo com-o-outro-no-mundo. Existimos. Existimos porque compreendemos. Talvez, sem compreensão, sem sintonia, não seja possível existir. Existir é atividade complexa, fecunda por ser fonte de dores e prazeres que emergem dos acontecimentos da vida com o outro. É no cotidiano, no imprevisível, que acontecem aprendizados e desenvolvimentos proximais, justamente porque o outro está aí. A compreensão implicada cria um cenário de desafios e possibilidades existenciais. Compreender, no mundo da vida, não é ato que se dá apenas pela via da razão, mas é também pela via do sentir, do coração, com o peito: com-plexus. A vivência da vida na conexão das relações humanas é sucessão de aprendizados formativos e deformativos. São as.