Educação inclusiva no ensino superior para alunos surdos: resistências e desafios

Abstract

This thesis is part of the Fundamentals of Education Research Line of the Graduate Program in Education, University of Passo Fundo. The study focuses on inclusive education in higher education for deaf students. Herein we analyze the conceptions and practices that predominate in the process of inclusion of students with deafness on such environment, investigating the culture that predominates in higher education institutions in relation to these students, the marks of this culture and how does it develops. Using as reference, the University of Passo Fundo-UPF and the Federal Institute Farroupilha-IFF, Campus de Santo Ângelo, University professors, deaf students and interpreters have been interviewed. The empirical material was generated through semi-structured interviews, questionnaires and observations, and analyzed through triangulation of data based on the following categories of analysis: the theoretical domain / concepts, the entrance and reception of the academic, acceptance and commitment. Each of these categories was composed by a series of questions, opened and ordered sequentially. The thesis is based on the analytical-interpretative paradigm, on the theoretical references that discuss deafness and on Carlos Skliar, Martha Nussbaum and Norbert Elias research data. With study development, the process of inclusion of the deaf student in higher education means more than offering places and deaf people acceptance in undergraduate courses. It requires the commitment of the institution with a culture of inclusion with the presence of instrumental and sufficiently humanized teachers to teach independently of the differences in the physical, cognitive and subjective conditions of those students. The results point to the unpreparedness of the teachers and the lack of interpreters, which compromises the process of inclusion of the deaf student in higher education, generating conflicts. Those students feel isolated and not recognized in their culture by the colleges and by teachers. Thus, it is necessary that the teachers anchor their pedagogical debate in the ethics and justice, not enough for this, the academic title, because teaching is a profession that requires specific and specialized skills. It is also concluded that the viability of inclusion of the deaf student in higher education requires knowledge of the inclusion process and its principles, so that no deaf student is excluded from his inalienable right to be in university. In this way, inclusive education in higher education can be based on relations of mutual recognition and respect for linguistic and cultural differences.