And his name is Jonas
visual and textual/verbal resources as a criticism to oralist speech in deaf education
DOI:
https://doi.org/10.5216/revufg.v20.66285Abstract
This article proposes a critical discursive analysis of the
visual and textual / verbal resources used in And his name is Jonas
(1979), a film directed by Richard Dick Michaels, whose content addresses
oralist philosophy. In the light of Critical Discourse Analysis
(FAIRCLOUGH, 2001; ALMEIDA, 2008), we seek to identify and
analyze the discursive practice present in the feature film. To this
end, the text addresses theoretical and methodological demarcations
on the educational process of the deaf person and discusses
the historical context of educational philosophies, according
to Goldfeld (2002) and Quadros (1997). The results point to the
deconstruction of oralist philosophy, widely defended in the late
1980s, at the Milan Congress. They also attest, in line with Christmann
(2015), Pereira (2020), among other researchers, that the
lack of access by deaf to information is caused by a lack of communication,
which can undoubtedly be done through sign language.
In addition, this analysis highlights the linguistic function that sign
language plays in the lives of the deaf, even living in environments composed mainly of people who listen. That is, the sooner the sign
language is inserted in the family and in the formal education environment
of the deaf child, the more success will be verified in the
social and cognitive development of this deaf subject.
Key words: Deaf education. Oralist philosophy. Sign language.
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