Seventeenth International Conference on New Directions in the Humanities

Abstract

The world is experiencing a tense moment historically, marked by violence, disbelief, abandonment, despair, helplessness, dehumanization, exploitation. In this context, socio-historical-cultural research, as initiated by Vygotsky, becomes a necessary force for the movement towards transformation. Freire (1968, 1987) pointed to the need to live the utopia and the search for the viable unheard of. In other words, to live a project that went beyond the limiting situations posed by immediate reality, whose strength was in realizable solutions, but not yet known. This study discusses the development of the agencies of the deaf and hearing students, researchers, coordinators, supervisors, principals, teachers, interpreters of sign language, in building transformative curriculum proposals. This process is associated with the idea of daring, as proposed by Stetsenko (2016). It focuses primarily on the disruption of representational limits and the promotion of curriculum desencapsulation; in other words, the expansion of participants’ horizons of action on top of the functions and tasks currently assigned to them. Methodologically, this presentation is oriented by a Critical Collaborative Research Paradigm (Magalhaes, 2011) in which all participants work together in the process of creating realities and making meaning out them. The data, generated from workshops and interviews, was produced and collected by means of video recordings during the Digitmed Brasil Project. The multimodal materials were described, analyzed and interpreted based on a dialogical perspective. The data shows that participants learned to take shared responsibility for all those involved in the collective process of development.