Marcadores culturais surdos na escola: da afirmação cultural à reforma da escola

The (dis)consideration of deaf cultural markers in educational processes and practices can (dis)qualify the training paths of deaf people. In this article, we analyze the place of deaf cultural markers in school, in an exercise that establishes intersections between the perspectives and practices of educational actors regarding the presence/absence of these markers in school and their effects on deaf education. Data collection, guided by an observation guide, consisted of observing the school environment of a reference school in bilingual education for the deaf in Mozambique, for two years. During this period, we established ethnographic conversations with school managers, teachers, education assistants, deaf and hearing students. The results indicate that the school, while facing challenges, encourages the circulation of deaf cultural markers. It is concluded that the presence of these markers at school contributes to the construction of a sense of community belonging, affirmation of deaf identity and the rooting of deaf culture at school.