Trajetórias escolares de estudantes surdos e seusefeitos nos processos inclusivos no ensino superior

Abstract

This paper aims to understand the effects of the school trajectories of deaf students in the context of Higher Education, in the case of this study, at the Federal University of Santa Maria. For this, it was necessary to identify the academic experiences of deaf students, from basic education to the present situation, in order to understand the effects of these experiences on the constitution of deaf students in Higher Education. The propositions of this research assume the Post-Structuralist perspective in Education as a theoretical-methodological grid in which the notions of discourse, culture, language and relations of power/knowledge operate as tools in the epistemological construction of this study. For this, authors such as Michel Foucault, Stuart Hall, Carlos Skliar and a group of works allied to this grid assist in the organization of this theoretical-methodological seam. It should be noted that the analytical movement generated in this research was materialized through the narratives of the deaf individuals interviewed who attend, who are graduates, or who have given up on attending this type of teaching. This materiality was used as an important methodological tool, because it is understood that, through it, subjects report their life experiences, through what was recorded in their memories, and it was through these experiences that I tried to understand and comprehend how these school marks produce a college student. In addition to the narratives, the official documents that beacon the education focused on the deaf subjects were also analyzed in order to understand the epistemological matrix in which these have been understood. Therefore, it can be conclude that some school experiences left significant marks in the life of the deaf subjects, producing effects in their condition of university students. One of them concerns guardianship and assistance in the processes of schooling in Basic Education, these marks have produced a feeling in the students of not being contemplated in their specificities, that is, they did not glimpse this protection in the context of Higher Education. Another mark refers to the processes of speech and non recognition of their linguistic condition (sign language), mainly in the spaces of regular schools. A third mark refers to the participation of deaf students in the specific spaces of deaf education. The experiences lived in these contexts in which sign language occupies the centrality in educational processes traced the ways in which deaf students access Higher Education and give them the conditions of inclusion in that context.