TO FORM, TO TOLERATE, TO INCLUDE

triad of guidance of the teachers of deaf students

Abstract

This study propose to problematize the discourses of teacher education in/of the diversity policies and their effects on the constitution and guidance of teachers of deaf students in Brazil. A set of analysis tools extracted from Foucauldian Education Studies has been used, mainly those that are close to post-structuralist researches, as well as some contributions of Zigmunt Bauman. Hence, this research aiming to discuss the political maneuvers involved in teachers’ education for inclusion, in the sense of producing and governing teachers of deaf students that are interesting to the neo liberal machine: flexible, polyvalent, committed, self-managed, and tolerant.