The inclusion of deaf students in higher education in Brazil: The case of a Pedagogy course

A inclusão de estudantes surdos no ensino superior brasileiro: O caso de um curso de Pedagogia

Abstract

The aim of this research is to understand the process of inclusion of deaf students in an undergraduate course in Pedagogy, in Brazilian higher education. To reach this goal, the techniques used were the semi-structured interview with three deaf students as well as the observation of three teachers' classes. It is a qualitative research, of a descriptive/interpretative nature, that analyzes the subjects in their context and values the interaction that is established between them. Their perceptions show that deaf students understand the inclusion paradigm, its meaning and proposal, know the guiding documents, understand and agree with the principles and practices that are proposed, but they question it and claim to prefer special classes for learning. The observation showed that deaf students participate in class, work in groups, strive to learn, seek to be with the interpreter, to better understand, seek interaction with teachers and hearing colleagues’, but point as a barrier to inclusion the ignorance of the sign language, on the part of the hearers. These students like the perspective of inclusion in socializing with hearers and try to contribute to this socialization and learning by using alternatives to sign language for communication. They point out, however, that it requires a collective effort, by deaf and hearing, to respect difference, identity and deaf culture in the school context.

Keywords: Higher education; Deaf student; Inclusion; Brazil