Epistemic articulation between Deaf Studies and Internationalization of the Curriculum: discursive approach.

Indiamaris Pereira1
University of Vale do Itajaí (Univali)
Federal Institute of Science and Technology of Santa Catarina
Uniwersytet Gdański
indiamaris@gmail.com

SEHNEM, Paulo Roberto2

University of Itajaí Valley (Univali)
Lupa Advisory
paulo@webespanhol.com

This scientific paper is the final product of a research developed amidst the Graduate Program in Education of the
University of Vale do Itajaí in the Research Group Linguistic Studies and Internationalization of the Curriculum,
linked to the line of research: Teaching Practices and Professional Training. The discursive object explored in this
research is located between the academic field of Deaf Studies, henceforth DS, and Internationalization of the
Curriculum, henceforth IoC. The thesis supported is that it is possible to address DS and IoC from a postcolonial
perspective by producing an epistemic articulation based on the discursive confluence pertinent to the treatment
given to the relationship between culture and education. Therefore, the main objective is to explain how it is
possible to articulate DS and IoC's episteme from a postcolonial perspective, and the main operational objective is
to produce this epistemic articulation. For that, the notion of discursive cluster, henceforth DC, was operated.
Three specific research objectives were listed: to describe the theoretical basis of each DC; to analyze the
statements circulating between the DC, and to demonstrate the discursive confluence concerning the treatment of
culture. The thesis was built on a contemporary methodological and theoretical movement that crossed the
traditionalist categorizations. It is a discursive study strongly influenced by the technical and methodological
support of Corpus Linguistics, Graph Theory and Grounded Theory. The methodology involved a quantitative
analysis of concepts that perform as discursive networks, associated with a qualitative and discursive analysis. The
analytical input prerequisite required to support the thesis were supplied by the concept of Theoretical
Articulatory Variable (TAV) entitled EDUCULTURE. This specific TAV is central and articulates meanings
within the DC, triggering a subversive discourse movement with the social order's counter-hegemonic effect; This
movement circulates in the DC, taking unforeseeable paths, in investigations that focus on the very statements
produced in the DC as their object of criticism. By the VTA EDUCULTURE, the study confirmed five
assumptions that support the novelty of the thesis: that DS and IoC have not yet been epistemically close; that the
rapprochement between DS and IoC from a postcolonial perspective represents gains to society; that there is
discursive confluence regarding the treatment of the relationship between education and culture; that the
theoretical basis, in which DS and IoC contribute to producing their discursive inputs, differs; and that the
epistemic articulation based on the discursive confluence pertinent to the treatment given to the relation between
culture and education produces an articulation between DS and IoC from the postcolonial perspective.
Keywords: Deaf Studies. Cultural Studies. Discourse. Internationalization of the Curriculum.

1 Contributions: creating the idea that originated the research, elaborating hypotheses, structuring the research method and
writing the manuscript.
2 Contributions: present important suggestions incorporated in the work, identify and propose solutions to fundamental
problems of the paper.