Trajetória escolar do estudante surdo e sua relação no processo de inclusão no ensino superior

Abstract

The choice of this theme is based on the importance of understanding the process of inclusion of deaf students in basic education in regular school and the impact on the process of schooling until adulthood in higher education. The current educational policy has as its basic principle "Education for All" and, therefore, the goal is to include, in regular education, students with special educational needs, regardless of their specificities. The schools of regular education have received these students, however, there are several discussions, doubts and misconceptions regarding the organization of these spaces, a fundamental requirement for the subject inserted in it to be stimulated to develop their competences, thus recognizing their potential and thus ensuring their citizenship and the right to quality education. From these aspects, this work aimed to understand the educational trajectory, starting from early childhood education and its relations with the process of dropout of the deaf student in UFMT's Libras Letters Course. The study is characterized as a qualitative approach in the descriptive perspective, having as premise the report of experience in the educational context of children to higher education, with specific characteristics that can be identified by deaf students who have evaded the Libras UFMT Course, between the years 2014 and 2017. Data were collected through a questionnaire designed according to the study theme and the characteristics of the participants. Five deaf subjects aged between 24 and 42 years old, who evaded the UFMT Libras Graduation course, participated in this study. First contact with Sign Language with age between 7 to 33 years. Of the total, 3 of them had contact with sign language in Specialized Deaf Centers and 2 in the family. The results show that: a) his literacy was not in sign language; b) there was no interpreter from the early grades; c) the teachers could not relate to them; d) there were no specific strategies and materials for working in the classroom; e) there was an improvement in the teaching and learning process in high school with the presence of interpreters. Thus, it is observed that instructing deaf children with sign language from a young age will enable them to systematically develop their schooling and inclusion process. It is hoped that the results may indicate ways regarding the process of evasion of the deaf subject of higher education and from this propose strategies of permanence of these students.