PERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO.

Abstract

The inclusion of deaf students in higher education is supported by Law No. 13,146/2015 (Statute of Persons with Disabilities) and Law No. 13,409/2016 (Cotas Law), which now guarantee access for people with disabilities to Universities. Decree No. 5626/05 emphasizes that the education of deaf people in federal institutions must promote access to communication and information, guaranteeing them an emancipatory education. In this context, this study has as its primary objective to analyze the perceptions of deaf students at the Federal University of Maranhão in relation to the teaching-learning process in the context of Inclusive Education. For that, a research was developed with elements of the historical dialectical materialism method of an exploratory, descriptive type, with a qualitative approach: with eight deaf participants enrolled, respectively, between the 3rd and 8th periods in the Courses of Literature-Libras, Accounting, Design, Theatre, Pedagogy and Pharmacy. Among these, four belong to the female gender (1 trans) and four to the male gender, aged between 23 and 35 years old. Data collection was carried out via Google Meet - due to the pandemic context caused by Coronavirus Disease 2019 - Covid-19, which caused the need for physical distance, and because the Federal University of Maranhão adopted the modality of emergency remote teaching - , through a collection instrument: semi-structured interviews with a script containing 16 questions related to the investigated object. The research results show that the deaf university students participating in the study experience difficulties in apprehending knowledge as a result of poor schooling conditions during basic education and the non-operationalization of inclusive education; lack of qualified teachers in special education; lack of interpreters of Brazilian Sign Language (Libras) at the University; lack of inclusive methodologies and didactic-pedagogical resources specifically aimed at deaf students; lack of professors who know how to communicate through Libras; lack of accessibility in information and communication. Thus, it is expected that the data and information produced can serve as subsidies in the process of formulating and improving public policies in the sphere of higher education. It is expected that this research will be complemented, given that, given the context of the Covid-19 pandemic, it was only possible to interview deaf students, with a future indication for further contributions regarding teachers and interpreters of deaf students.