As mudanças e o processo de constituição de um sujeito surdo aprendiz antes e após a entrada na escola para surdos

Abstract

This work investigated the changes in the social, personal and written discourse development aspects since the entrance of a teen-ager girl, fifteen years old, named Serena in this research, with a bilateral neurosensorial deafness, in a school for the Deaf. Serena presents good oral abilities, has attended school for hearing children and was lagging on the school program and being very socially reached because she studied in a school that was not prepared for the inclusion and she could not find a place to build a friendship network. She had preconceived ideas about the close assotiation between Deaf and about the LIBRAS use and, in the beginning she was resistent to the idea of being acquainted with her pears. The data were collected from the files of her therapeutic process in 2005, the transcriptions of the interviews with the research subject and her mother and, finally, from observing videotapes of some therapies received in 2006. This study was accomplished when she was already attending the Deaf school. It could be realized, through the data analysis, that after a year in this school and beyond the development of her writing skills, Serena had shown a significant gain in her independence and self-esteem and and that the role of the speech therapist, besides the work with discourse generos done in this process, was also to provide the meeting of the Deaf with thir mates