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】当前教育体系阻碍了听障人群进入普通学校及双语教学班，该体系仅针对学前教育与小学低年级阶段的学生，在第二教学时段提供特殊教育服务。此种教育组织模式，加之未将听障学生认定为少数群体并给予相应扶持，进一步加剧了他们与高等教育之间的隔阂。本研究阐述了听障学生对高等教育的就读期望。研究参与者为7名就读于圣保罗州西部某城镇的州立公立中学的听障学生，他们均使用巴西手语（Brazilian Signal Language，Libras）。数据通过以巴西手语开展的个别访谈收集，访谈过程进行录像，后续再转录为葡萄牙语文本。通过收集到的访谈资料，本研究识别出受访听障学生所认知到的高等教育就读促进因素与障碍。多数受访学生表达了进入大学继续深造的愿望。受访听障学生认为，两大核心升学障碍分别为：基础教育阶段未为他们提供升学所需的必要科学知识储备与升学指导，以及高等教育场景中缺乏巴西手语-葡萄牙语翻译/口译人员。