Rúbia Carla da Silva, Natália Gavaldão, Sandra Eli de Oliveira Sartoretto Martins
{"title":"AS IMPLICAÇÕES DAS POLÍTICAS EDUCACIONAIS INCLUSIVAS PARA A FORMAÇÃO DE UNIVERSITÁRIOS SURDOS","authors":"Rúbia Carla da Silva, Natália Gavaldão, Sandra Eli de Oliveira Sartoretto Martins","doi":"10.29327/210932.8.1-22","DOIUrl":null,"url":null,"abstract":": This text assembles eleven official mechanisms towards promoting inclusion in Brazilian Higher Education. Based on these texts, we focus on the prerogatives given to deaf university students to highlight the possibilities, limits, and contradictions regarding the right to attend the linguistic difference of this group in every educational process that involves higher education formation. To do so, we establish a dialogic relation between the statements of the researched texts, and we conclude that refusing the subordination of Libras to Portuguese is a political act of rejection towards excluding educational practices faced by deaf students. After all, by supposing that all should learn the same language, educational proposals are anchored in a profoundly universalist construction of a human identity, that, by being based on the ideal of a unchangeable constitution of the being, defines its contours excluding non-hearing students.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"23 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Muiraquitã - Revista de Letras e Humanidades","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.29327/210932.8.1-22","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
: This text assembles eleven official mechanisms towards promoting inclusion in Brazilian Higher Education. Based on these texts, we focus on the prerogatives given to deaf university students to highlight the possibilities, limits, and contradictions regarding the right to attend the linguistic difference of this group in every educational process that involves higher education formation. To do so, we establish a dialogic relation between the statements of the researched texts, and we conclude that refusing the subordination of Libras to Portuguese is a political act of rejection towards excluding educational practices faced by deaf students. After all, by supposing that all should learn the same language, educational proposals are anchored in a profoundly universalist construction of a human identity, that, by being based on the ideal of a unchangeable constitution of the being, defines its contours excluding non-hearing students.
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