LIBRAS AND THE RUPTURE OF BARE LIFE:
THE EMANCIPATION OF THE DEAF SUBJECT IN EDUCATIONAL DERELICTION
DOI:
https://doi.org/10.7443/problemata.v17i2.79006Keywords:
Libras, Rancière, Emancipation, Deafness, Bare LifeAbstract
This article begins with the provocation “WHAT IS THINKING?” to analyze the invisibility of the deaf subject within the Brazilian educational context, where the absence of linguistic recognition contributes to a condition of political and pedagogical exclusion, described as “bare life.” Accessibility remains a significant challenge, as deaf students face barriers that place them on the margins of pedagogical practices, limiting their participation and development. The lack of Libras interpreters and the absence of adapted pedagogical strategies compromise the right to equitable education. In light of this scenario, the question arises: in what way can Libras be understood as a language of emancipation according to Rancière? Through the philosophy of Jacques Rancière, in The Ignorant Schoolmaster, this study argues that Libras is more than a communication tool it is the instrument that concretizes the axiom of the equality of intelligences. The inclusion of deaf students requires practices that consider Libras as an essential tool for communication and interaction, reinforcing the importance of recognizing deaf culture as a legitimate part of the school environment. It is concluded that the recognition of Libras enacts the rupture of bare life, affirming the power of intelligence and the emancipation of the deaf subject
Downloads
References
AGAMBEN, Giorgio. Homo sacer: o poder soberano e a vida nua I. Belo Horizonte: Editora UFMG, 2004.
BOURDIEU, Pierre. O poder simbólico. Rio de Janeiro: Bertrand Brasil, 1991.
BRASIL. Lei nº 10.436, de 24 de abril de 2002. Dispõe sobre a Língua Brasileira de Sinais – Libras e dá outras providências. Diário Oficial da União, Brasília, DF, 25 abr. 2002.
BRASIL. Decreto nº 5.626, de 22 de dezembro de 2005. Regulamenta a Lei nº 10.436, de 24 de abril de 2002, e o art. 18 da Lei nº 10.098, de 19 de dezembro de 2000. Diário Oficial da União, Brasília, DF, 23 dez. 2005.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996.
FREIRE, Paulo. Pedagogia do oprimido. Rio de Janeiro: Paz e Terra, 1992.
HABERMAS, Jürgen. Teoria da ação comunicativa. Vol. I. São Paulo: Martins Fontes, 1987.
HABERMAS, Jürgen. Consciência moral e agir comunicativo. Rio de Janeiro: Tempo Brasileiro, 1990.
RANCIÈRE, Jacques. O mestre ignorante: cinco lições sobre a emancipação intelectual. Belo Horizonte: Autêntica, 2002.
SKLIAR, Carlos. A surdez: um olhar sobre as diferenças. Porto Alegre: Mediação, 1998.
SKLIAR, Carlos. Surdez e diferença: novas perspectivas. Porto Alegre: Mediação, 2001.
STROBEL, Karin. As imagens do outro sobre a cultura surda. Florianópolis: Editora UFSC, 2008.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Leandra Furtunato Carvalho, Matheus Maria Beltrame
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
-
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
