Estudantes surdos no ensino superior: reflexões sobre a inclusão no curso de letras libras/ língua portuguesa da UFRN

Abstract

This work aims to know and analyze the opinion of Deaf students about the undergraduate degree course in Letters-Brasilian Sign Language (Libras)/Portuguese Language as a Second Language (CLLLP) of the Federal University of Rio Grande do Norte (UFRN), in relation to academic training. The study brings as a theoretical contribution to the Cultural Studies and to the Deaf Studies in Education to think about the inclusion of Deaf people in this new scenario. The research articulates the questions that involve the reflections brought by the Deaf students themselves, as well as the proposal of the course in the process not only inclusive but formative of the students, is to consider them as protagonists of their own formation. Initially, this work runs through the historical roots of the education of the Deaf, glimpsing Deaf Studies as an epistemological marker. Then, to reach our goal, we use a qualitative research of the exploratory type. The research had as locus the LLLP Course of the Federal University of Rio Grande do Norte. Seven deaf students, regularly enrolled in the 4th and 6th semesters of the course, participated in the study. The data were collected from an interview in Brazilian Sign Language and based on documentary analysis. Three categories were proposed for analysis: “Accessibility in the Course”, “Curriculum” and “Teaching Experience in the LLLP Course”. The results, organized from the analysis of the discourse, signaled the need for a possible revision of the Curricular Pedagogical Project (PPC), what was shared with other teachers of the course who, together, have reflected on how to make changes in it. We identify some needs on the course, such as the reorganization of the disciplines, the creation of a Portuguese language teaching for users of Libras area, which is essential but non-existent in the PPC, and the strengthening of extension actions, that must become offered regularly, such as the Libras courses for listeners and Portuguese as a second language course for the Deaf students. Finally, fostering the articulation among the various sectors of the institution with the LLLP course in order to ensure the access, the permanence and successful egress for Deaf students was also a need identified by the research.