EATING AT THE TABLE: SOCIAL INCLUSION OF A DEAF PERSON BY THEIR FAMILY THROUGH COMMENSALITY
DOI:
https://doi.org/10.12957/demetra.2017.28357Keywords:
Deafness. Language. Commensality. Social Exclusion. Education.Abstract
In this article, we draw on the concept of depathologization of deafness, proposed by Skliar, and follow the path of participant observation, according to Minayo, in order to understand the psychosocial relationships between deaf people, their family and the world around them represented here by the school environment. We believe that understanding the social and family relationships that involve deafness is a fundamental condition for providing deaf children with a language that can mediate speech, thought and society. The concept of commensality, according to Boutaud, is presented as a mediator in the construction of deaf children's notion of belonging to a family and to society. The observations were based on our teaching practice in schools dedicated to the Education of the Deaf, and didactically-pedagogically oriented to Bilingualism. We address the concept of langue by Saussure, on the studies of language developed by Bakthin, and on the formation of thought as seen by Vygotsky. The results point to the participation of parents in the upbringing process, especially when this participation occurs within the scope of commensality. The interaction between effective and constant diners can improve a child's school performance in school, as it strengthens their empowerment. On the other hand, the absence of relationships at the table, in the same process, can affect the cognitive performance and jeopardize the social inclusion of the deaf youngster.
DOI: 10.12957/demetra.2017.28357
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