Trajetória de professoras surdas no universo docente do ensino superior

Abstract

This research was developed in the Graduate Program in Education, Line of Research; Special Education, Inclusion and Difference and Group of Studies and Research in Psychology of Education and Inclusive Education (GEPEIN) and aimed to analyze the path taken by these deaf teachers in order to identify the behavior of deaf teachers in relation to issues of gender and disability, thus allowing an analysis of prejudices and inequalities in the university space. The aim of this study was to answer the following question: what are the difficulties faced by these women during their journey to and from teaching? One of the main reasons for choosing this theme was having noticed women who experience exclusion through barriers in relation to gender, denialist situations in relation to being deaf, social inequalities and in the labor market. exploratory study according to the approaches of Gil (2002), in a qualitative approach, which considers the context in which the researched group, which is characterized as a convenience sample. Interviews were conducted with deaf professors from public and private universities in Rio Grande do Sul. The controlled interpretations were listed from the speeches, which are the interrelated units such as categories that are: race, gender, socioeconomic class, among others. The results indicate that, through many struggles and their claims, many rights previously denied, mainly to deaf women, by the hearing society, have already been achieved, although deaf women still do not have equal opportunities with deaf men and women. and hearing men. Finally, it exposes the right to development as a human right, corroborating the importance of movements that made it possible for deaf women to be in teaching spaces.