Educação inclusiva de estudantes universitários surdos : uma análise a partir da trajetória escolar

• Ano de defesa: 2017
• Autor(a) principal: Gomes, Christianne Rocha
• Orientador(a): Silva, Joilson Pereira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Psicologia Social
• País: Brasil
• Palavras-chave em Português: Psicologia social; Ensino superior; Surdos; Educação de surdos; Educação inclusiva; Surdez; Inclusão
• Palavras-chave em Inglês: Inclusive education; Higher education; Inclusion; Deafness
• Área do conhecimento CNPq: CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://ri.ufs.br/handle/riufs/5933

Given the small number of studies in the field of inclusive education for the deaf, specifically in higher education, the need to disseminate research and knowledge about this subject throughout the country and the lack of studies carried out by researchers in the area of Psychology, the present study In order to investigate the school trajectory of deaf students enrolled in the courses of the Center of Education and Human Sciences of the Federal University of Sergipe - UFS, São Cristóvão campus, sought to know and analyze from the school trajectory the process of inclusion of deaf students to the teaching Superior, to identify how the social networks contributed along the school trajectory with the inclusion process; As well as analyze the perception of deaf students about the challenges and possibilities found in higher education. To do so, we performed a qualitative research that collected the data through a semi-structured interview, using images and building the Network Map, prioritizing and valuing the visual aspect. The analysis was performed through the thematic categorical content analysis method and from this we identified that the education that has been offered along the lines of inclusion has not effectively addressed the linguistic peculiarities of the deaf. It only promotes the coexistence of students with each other, but it has not made it possible for the deaf to learn, thus, it is a great challenge for the deaf to navigate the institutional environment of teaching, governed primarily by norms, principles and characteristics of the listener world. The ideal for the teaching-learning process is the bilingual school, the educational space that propels the knowledge for this population. It is necessary that the education system, mainly the listener, demystify deafness and Libras, that considers the possibility of not only the deaf having to learn the Portuguese language, but also listeners learn sign language. In this process it is extremely important to identify the significant social networks so that public policies are elaborated, promoting training and orientation to the people and institutions that make up this network. We presume the need for future research that seeks to extend this study to include other courses, private universities, as well as to investigate the deaf students graduated from higher education. Finally, we assume that this research will be of great importance for studies in Social Psychology, especially for the Master in Social Psychology of UFS, due to the scarcity of studies with contributions of this science to the field of deafness. In addition, it may contribute to the improvement of actions that favor the inclusion of these subjects, provoking subsidies for the deaf community and for the University as a whole, and can serve as a basis for the elaboration of public policies and interventions, favoring the social inclusion of the deaf.