A inclusão de alunos surdos no ensino superior: dificuldades e possibilidades da comunicação em libras e na língua portuguesa

Abstract

In this research I will dedicate myself to the improvement of methodological strategies that allow the entry and permanence of the deaf individual in the academic environment. According to Moura (2000), the deaf have the potential for growth and learning, provided that there are communicative, evaluative and curricular adaptations that increase the possibilities of interaction between the communication of the Brazilian Sign Language and the Portuguese Language in a productive and effective way, favoring its development. However, it should be noted that this potential is not always validated. As I deepen my studies in this area, I offer here a reflection bias about possibilities for a differentiated classroom dynamics from planning to evaluation, offering a reflection about the teacher's attitude towards the academic scenario of inclusion, as well as the possibilities of that the communication between teacher and deaf student reaches positive indexes in the academic trajectory of this specific group of students with the objective of transforming the knowledge into something profitable. In this sense, the present work aims to reflect on the need of the higher education teacher to improve pedagogical practices - supported by the expansion of the enrichment of his curriculum regarding the interrelationship between the Brazilian Sign Language and the Portuguese Language, aiming at the use of resources didactic, in order to opportunize the conscious inclusion of the deaf students. As a methodology for data collection, I used interviews with professionals and deaf students from the Faculty of the City, located in the city of Salvador, State of Bahia. Based on these interviews, I set out the organization of collection data in the bias of an Interpretative-Based Applied Linguistics (Moita Lopes, 1996), where I try to identify and discuss issues found in the light of the linguistic-discursive theories studied. As a result, I emphasize that the possibility of a rise in the experiential process of the deaf student as a whole is imbricated with the teacher responsibility factor with its formation, in a process where communication helps the elevation of the socio-cultural consciousness naturally.