The project “Signe la Capoeira” is a youth exchange project that includes 30 Deaf and hearing youngsters from France, Luxembourg and Brazil. Its purpose is to focus on interpersonal relationships between deaf and hearing youngsters who share multiple borders – spatial, social and intersubjective. The communicative incompatibility between them leads in each society to relational and interactional barriers, generating an unbalanced relationship between them. In the context of such eternal communicative failure process, social inclusion of deaf people becomes a real and difficult challenge. The objective of this project is to get together deaf and hearing youngsters in the field of non-formal education and to experience a possible deaf and hearing rapprochement beyond a sharing of language skills in a learning space. This non-formal education pedagogical intervention aims to encourage young people to explore their own communication resources (self-knowledge) in order to cultivate rapprochement with others (knowledge of otherness), considering that developing such relational skills is a main step to transform attitudes which will make possible the construction of inclusive society. For this purpose, during 7-days meeting of deaf and hearing youngsters we want to experience the practice of Capoeira, known in our days as a methodology of inclusion projects with strong relational building potential. As an art of the body, it works body expression and communication, and is often used in the framework of non formal education. Recognized for its creative aspect and being adaptable for all, it is mostly used in an inclusive perspective. This art aims therefore to create a non-verbal interaction between the bodies and establish an effective and balanced communication. Thus, capoeira becomes an inclusive practice developing positive interactions between the learners. In this project, we believe that learning to practice the bases of Capoeira in an intercultural deaf and hearing context can be a resource to overcome linguistic, social, spatial and inter-subjective barriers.By practicing Capoeira, we also will introduce intercultural learning dimension all over the project and human rights issues through non formal learning methods. All these abovementioned components are important steps for inclusive society building process. Also, during the project, we are going to realize a pedagogical research experiment which will demonstrate the process of positive interaction and relational learning during this activity. How can this pragmatic experience be transformed into a relational learning process? And how this relational capacity building is important for the construction of our inclusive society? The realization of this research will be co-financed by the organisation of Lab-Inclusion.
The project “Signe la Capoeira” is a youth exchange which united 33 Deaf and hearing youngsters from France, Luxembourg and Brazil from 6 to 14 October 2018. The purpose of this project was to focus on interpersonal relationships building between deaf and hearing youngsters who share multiple borders in everyday life : spatial, social and intersubjective. The communicative incompatibility between this two public leads in society life to relational and interactional barriers, generating an unbalanced relationship between them. In the context of such eternal communicative failure process, social inclusion of deaf people becomes a real and difficult challenge. The objective of this project was to get together deaf and hearing youngsters in the field of non-formal education and to experience a possible deaf-hearing rapprochement beyond a sharing of language skills in a commun learning space. This non-formal education pedagogical intervention aimed to encourage young people to explore their own communication resources (self-knowledge) in order to cultivate rapprochement with others (knowledge of otherness), considering that developing such relational skills is a main step to transform attitudes which will make possible the construction of inclusive society. For this purpose, during 9-days meeting of deaf and hearing youngsters we experienced the practice of Capoeira, known in our days as a methodology of inclusion projects with strong relational building potential. As an art of the body, Capoeira works body expression and communication, and is often used in the framework of non formal education. Recognized for its creative aspect and being adaptable for all, it is mostly used in an inclusive perspective. This art aims therefore to create a non-verbal interaction between the bodies and establish an effective and balanced communication. Thus, capoeira becomes an inclusive practice developing positive interactions between the learners. In this project, we believed that learning to practice the bases of Capoeira in an intercultural deaf and hearing context can be a resource to overcome linguistic, social, spatial and inter-subjective barriers.In order to measure its success during the project, we have relied on the indicators of overcoming these interpersonal barriers through Capoeira, .The activities of Capoeira through the « Jogos » and « Rodas » allowed the liberation of body barriers (know-how skills) which leaded to the reinforcement of relational skills (know to be skills). The learning of Relational skills (Intelligences) can be measured by the learning achievements that we could observe during the whole project, which are : self-esteem; self-confidence; non-verbal communication skills; artistic skills; ability to face challenges creatively; respect for one's own limits and those of the other; the construction of interpersonal interactions, cooperation and solidarity; awareness of each other. In conclusion this experience has reached its objectives which have been projected in a triple construction : discovery of oneself (his won capacities and communicational ressources), the discovery of the other and the possible communication building. In that way, we conclude that this pragmatic experience of positive interaction has been transformed into a relational learning process. This relational capacity building can be considered to be the first step to lead to the construction of our inclusive society.