O protagonismo dos surdos nas políticas de inclusão na educação superior : uma análise das narrativas de acadêmicos surdos no contexto da UNIR campus de Vilhena

• Ano de defesa: 2021
• Autor(a) principal: Azevedo, Fernanda Emanuele Souza de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação superior; Educação de surdos; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Higher education; Deaf education
• Link de acesso: http://ri.ufmt.br/handle/1/2701

This study talk about the policy of inclusion of deaf people in Brazilian higher education. The objective is analyze the protagonism of deaf academics in relation to the inclusion policy adopted by the Universidade Federal de Rondônia (UNIR), in Vilhena, based on autobiographical narratives.The Theoretical support is located in cultural studies, with a focus on deaf studies. The methodological path is referenced in a qualitative approach and includes analysis of documents from national legislation, UNIR and the autobiographical productions of eight deaf academics and the president of the Association of the Deaf of Vilhena (ASSURV). All participants in this study are part of the research line Language, Identity and Culture Deaf Bilingualism and Inclusion (LICUSBI) of the Research Group of Studies and Research on Race Relations and Migration (Gepram). In the production of the narratives, the deaf participants were motivated to express life experiences as a deaf person in the broader social context and in the academic ambience of UNIR. The textual corpus formed by the combination of the nine autobiographical narratives was processed by the Iramuteq software, which allowed the development of qualitative analyzes through the Descending Hierarchical Classification (CHD) and the word cloud that was generated. The analysis of the dendogram derived from the CHD indicated the existence of four classes, which were identified as follows: 1. Experiences lived in the undergraduate course – UNIR/VHA; 2. Deaf identities in academic life; 3. Policies for the inclusion of deaf people at UNIR / VHA; 4. ASSURV-LICUSBI: spaces for deaf protagonism at UNIR. The word cloud indicates that the deaf are positioned and are protagonists in the relationship with the University in question. The interpretations of the qualitative analysis process referred to the following understandings: the access of deaf people to higher education is the result of the struggle of social movements, in particular, of the deaf movement for the guarantee of the rights guaranteed in the Federal Constitution of Brazil and in other texts of educational legislation; the inclusion policy at UNIR expresses recognition that everyone has everyone's right to education; the Vilhena campus enforces the institution's policy through actions and programs that include: offer of preparatory courses for the National High School Examination (ENEM), in Libras, enhancing the entry of deaf people in higher education; creation of the Specialized Educational Assistance Center (NAEE) with the provision of special monitoring services to deaf students; performance of scholarship translators, interpreters of Libras (BTILS), to ensure permanence in the respective graduation courses; creation of a line of research as study spaces, debates, exchanges of experience and realization of teaching, research and extension that awaken the deaf feeling of belonging to the university; permanent articulation between ASSURV and LICUSBI, favoring deaf protagonism at UNIR and in the broader social and political context. In the opinion of the participants of this study, the policy of UNIR, Vilhena campus, gives new meanings to the word inclusion because it generates in them the feeling of belonging to the university environment, a fact that favors deaf protagonism.