Educação inclusiva no ensino superior: desafios e perspectivas para os acadêmicos surdos dos cursos de humanas no CESP – UEA.

Abstract

This paper aims to analyze the challenges and perspectives for deaf academics in the current context of inclusive education at the Center for Higher Studies of Parintins, State University of Amazonas - CESP-UEA. Therefore, it was necessary to present a historical panorama on Inclusive Education based on the last studies on this theme. The research is qualitative in nature. The data obtained from the research were through field and bibliographic research, with the application of questionnaires containing multiple choice questions, observation and interviews. The research is supported by authors such as Galvão Filho (2009), Mazzotta and D'Antino (2011), LDB (2017), Camargo (2017). Through the specific objectives, a mapping was made to know the number of deaf academics included in the humanities courses; to know the level of use of the contents taught by CESP-UEA teachers, in addition to the instruments that the institution makes available to enable an inclusive process. The methodological strategy used in this research was able to reach the proposed objectives and pointed out the following results: with regard to the methodological practices used by the teachers, it still does not meet the demand and this has impacted a better assimilation of the contents by the deaf. However, with the support of the Accessibility Center installed at CESP, the tendency is increasingly to improve not only the human resources, but also the accessibility of all who seek the academic space. And the partnership between the nucleus, teachers and monitors was one of the alternatives to reach the main objective: to facilitate the knowledge to the deaf students.