Educação de estudantes surdos: desafios ao acesso e à permanência

Abstract

From the law n°10. 436 of April 24, 2002 (BRASIL, 2002) recognizes the Brazilian Sign Language (Libras) as the official language of the deaf, together with Decree 5.626/2005, Law 12.319/2010 that regulates the profession of interpreter of Libras and now, more recently, Law N° 13,409, December 28, 2016 (BRASIL, 2016), guarantees the right to quotas for people with disabilities to access higher education. That said, this project aims to investigate the reality of the Federal University of Pampa (UNIPAMPA) with regard to what are the barriers to access and permanence of deaf students in higher education. Throughout your graduation, we will have three specific objectives: 1) Identify, through a systematic review of the literature, which barriers are identified in the face of access and permanence of deaf students in undergraduate courses; 2) Conduct a survey of the number of deaf students who entered, remained and managed to complete their graduation at the Federal University of Pampa, from 2017 to 2022, through document analysis; 3) Analyze Unipampa's admission and permanence policies and identify which support actions are offered by the institution for deaf students; This is a documentary research, with a quali-quantitative approach, whose objects of analysis will be the Student Admission Report for People with Disabilities, the Institutional Development Plan, the Open Data Plan and the NinA management reports. Data analysis will be through Content Analysis based on three categories of analysis proposed a priori, which will be: barriers to access, incentive and support for permanence and inclusion of deaf students in Higher Education. It is hoped that with this research we will have an overview of the challenges and barriers that our deaf students face in our institution, Universidade Federal do Pampa, and with these results in hand, propose actions for the Accessibility and Inclusion Center, as well as for the entire institution, to minimize or even remove these barriers, if possible, thus promoting an environment conducive to the academic development of our students.