Educational contexts and the deaf social movement: “escrevivências” of a Black-deaf-woman in the Tocantins Amazon Region
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26269.023Abstract
This article analyzes the escrevivências [writing-lived experiences] of a Black-deaf-woman within educational contexts and the deaf social movement, highlighting how these experiences constitute a process of identity construction, resistance, and agency. The methodology is grounded in the life narrative method, with a qualitative approach informed by an ethnosociological perspective. The research followed the trajectory of Marina, a 21-year-old Black-deaf- woman living in the municipality of Igarapé-Miri, in the state of Pará, Brazil, whose accounts were collected through a narrative interview conducted in Brazilian Sign Language (LIBRAS). The findings indicate that access to Higher Education and political activism produce subjective and social transformations, enabling the overcoming of intersectional oppressions resulting from sexism, racism, and ableism. The analysis shows that the university and the Deaf social movement function as spaces for strengthening self-esteem and fostering identity recognition.
Keywords: Escrevivências. Black-deaf-woman. Deaf Movement.
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