Inclusão e acessibilidade: desafios dos professores para incluir acadêmicos surdos no curso de matemática/química no CESP/UEA

Abstract

This article discusses the obstacles that teachers encounter in promoting the inclusion and accessibility of deaf students in the Bachelor's programs in Mathematics and Chemistry at the Center for Higher Studies of Parintins of the State University of Amazonas (CESP/UEA). The study, of a qualitative nature, aimed to examine the teaching practices used, recognize the main challenges faced by deaf students in assimilating content, and analyze the role of Brazilian Sign Language (Libras) in this process. Data were collected through questionnaires applied to teachers, deaf students, and interpreters, and were analyzed through methodological triangulation. The results show that, even with the advanced academic training of the teachers, there continues to be a lack of specific training in inclusive education and knowledge of Libras, which complicates communication and the full development of deaf students. The study concludes that there is an urgency to invest in the continuous training of teachers, invest in assistive technologies, and strengthen institutional policies that favor complete and effective inclusion.