THE PATHS OF THE SCHOOLING PROCESS FOR DEAF UNIVERSITY STUDENTS: ACHIEVEMENTS AND CHALLENGES ALONG THE WAY

Abstract

This study aimed to discuss advancements in the schooling process of deaf students entering higher education. A qualitative approach was adopted, involving semi-structured interviews with 12 deaf students enrolled at two public universities in the interior of Ceará. The theoretical framework is based on a literature review incorporating contributions from Gesser (2011), Lima (2018), Mantoan (2015), Silva (2012), Skliar (2016), and Quadros (2004), among others. Additionally, legal aspects found in Law 10.436/2002 and Decree 5.626/2005 were analyzed. The research demonstrated that, although the educational trajectory of deaf students is supported by significant legislative advances, gaps persist in basic education. Thus, the main challenges regarding the schooling of deaf students remain, centering on difficulties accessing sign language, the frequent use of teaching approaches anchored in written and spoken language, limited adoption of pedagogical strategies that prioritize the visuospatial channel, and an insufficient number of Libras (Brazilian Sign Language) translators and interpreters. It is concluded that educators in both basic and higher education need to understand the specificities of the teaching-learning process for deaf individuals in order to create teaching strategies that foster the educational inclusion of this population.