Narrativas surdas sobre o processo inclusivo no ensino superior

Abstract

The present work aims to understand the meanings - the senses and meanings - produced by deaf university students, students of a Literature-Libras course (Licenciatura), at a public higher education institution located in the State of Alagoas, about the process of inclusion educational. To achieve this, we are anchored in the theoretical and methodological assumptions of Socio-Historical Psychology which, based on the studies of Vygotsky and Historical and Dialectical Materialism, guides us that, to grasp the senses and meanings, it is essential to understand, mainly, the following aspects: the human being is made up of countless socio-cultural determinations that cross him in his process of human formation, this process being dialectical; and, to get closer to the genesis of the studied phenomenon, it is necessary to overcome its immediacy. The data were produced from the narratives of four deaf students enrolled in a higher education institution in the state of Alagoas. To analyze the data, we used the Meaning Cores. The results demonstrate that deaf university students experience a negligent scenario and that despite the legal frameworks, the socio-historical determination that constitutes university students is marked by exclusion and disrespect for deaf identity and culture.