Violência psicológica e estigmatização dos estudantes portadores de deficiência auditiva no ambiente escola

Abstract

In preparing this work had as objective to understand how psychological violence and stigmatization are built or produced on students with hearing impairment at school. The study was conducted at Josina Machel Secondary School. As for methodology, we used qualitative method, using different procedures of data collection: observation in the classroom, semi- structured interviews with disabled students and non-hearing impaired. Referred to the symbolic interactionism of Erving Goffman for reading the phenomenon under study. The results revealed that the Stigmatization and Psychological Violence is a reality in Josina Machel Secondary School and often result in situations where students with hearing impairment are humiliated, beaten and falsely accused because they belong to a particular social group. It was noted that these practices are the main victims of hearing impaired students. The results showed that the experiences of students are not hearing impaired in inclusive environment may involve both positive and negative. The greatest achievements in terms of inclusive practices, are related to the socialization role of the school. However, there is no unanimity, and some students reported experiencing violent situations and stigmatizing the interaction with their peers. Thus, the practice of school inclusion, understood as the education in regular class of regular school seems to produce benefits for most students, however, this practice can not be viewed a priori as a good or bad, because it is observed that students with hearing impairment see both positive and negative aspects in this form of schooling.