Para além do som: relatos de conquistas e desafios na trajetória acadêmica de estudantes surdos que chegaram ao ensino superior

Abstract

This Master's Dissertation aims to identify, analyze, and reflect on the challenges faced by deaf individuals in their schooling process within Basic Education, which may hinder or facilitate their access to and permanence in Higher Education—a field still restricted for many deaf individuals. The data collection methods included the author’s personal account of her schooling process and an interview with a deaf individual who overcame significant challenges to achieve both undergraduate and master's degrees. Data analysis was conducted through thematic axes, organizing the data from each participant, followed by a comparative analysis between them, and concluding with a reflection on the research findings. The data reveal that family acceptance and support are fundamental for deaf individuals to access and remain in school. The participants’ experiences were distinct: one had access to Brazilian Sign Language (Libras) from early childhood education, while the other attended a boarding school with punitive and strictly oralist practices that negatively impacted their learning and development. These challenges were only overcome in adolescence, when the individual became part of a deaf youth community. The study highlights the need for broader teacher training and public policies based primarily on the perspectives of those targeted by educational inclusion—namely, deaf students