Accessible University: the Deaf Students of Secondary Education Have the Floor

ABSTRACT Education system has hindered the access to the school and/or bilingual class by deaf people, offering mainly specialized attendance for students of the Child Education and the earlier years of the Elementary School in the second shift. This way of organizing the education, added to the lack of recognizing of deaf students as a minority group collaborates to maintaining them away from the university. This text depicts the access expectations of deaf students to the Higher Education. Participants of this study are seven deaf students enrolled in the High School, at a state public school located on a town of the west of São Paulo State, who use the Brazilian Signal Language (Libras). Data were collected through individual interviews made in Libras, which were filmed for a further transcription into Portuguese language. Gathered material allowed to identify facilitators and obstacles recognized by those students to accessing the higher education. Most part of these students expressed their dream of entering in a university and continuing their studies. Lack of preparation and guidance of the basic school to ensure the need scientific knowledge to this finality, added to the absence of a Libras-Portuguese translator/interpreter in a university context, were considered by the interviewed deaf people as the main obstacles to admission to the university.

摘要 教育系统阻碍了听障群体进入普通学校及（或）双语班级，其主要为幼儿教育与小学低年级阶段的学生在第二时段（非日间时段）提供专门就学支持。这种教育组织模式，加之未将听障学生认定为少数群体，进一步助长了他们与高等教育脱节的现状。本文阐述了听障学生对高等教育的就读期望。本研究的参与者为7名高中在读的听障学生，他们就读于圣保罗州西部某城镇的一所公立州立学校，日常使用巴西手语（Libras）。研究数据通过以巴西手语开展的个别访谈收集，访谈过程被录制，后续转录为葡萄牙语文本。所收集的调研资料可识别出受访听障学生所认知的高等教育就读助力因素与阻碍因素。绝大多数受访学生表达了进入大学并继续深造的愿景。受访听障人士认为，基础教育阶段未能为他们提供适配升学目标所需的科学知识储备与升学指导，加之高等教育场景中缺乏巴西手语-葡萄牙语译员，是阻碍他们考入大学的核心障碍。