Acessibilidade e políticas linguísticas educacionais para surdos: do contexto de produção textual às vivências na Universidade Federal do Maranhão

• Ano de defesa: 2025
• Autor(a) principal: Dias, Walquiria Pereira da Silva
• Orientador(a): Lacerda, Cristina Broglia Feitosa de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação Superior; Surdos; Políticas; Tradutores e intérpretes de Libras
• Palavras-chave em Inglês: Higher education; Deaf people; Policies; Libras translators and interpreters
• Palavras-chave em Espanhol: Educación superior; Sordo; Políticas; Traductores e intérpretes de lengua de signos
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://hdl.handle.net/20.500.14289/22020

Deaf communities have historically worked to promote greater social participation and the guarantee of rights. The presence of deaf people in various sectors of society is evident, creating a demand for interpretation and translation and, consequently, the need for professionals to ensure linguistic accessibility. The institutionalization of the Libras/Portuguese Language Translator and Interpreter (TILSP) has been a reflection of this situation, but it does not always meet the need for public policies that take deaf individuals into account as citizens who exercise their rights and duties using specific language modalities. In this sense, considering legal requirements and experiences within institutions, we investigate how public policies aimed at deaf people have been guided in the educational context, specifically in Higher Education. Thus, the general objective focuses on analyzing political convergences - of accessibility, educational and linguistic - that guide the education of deaf people at UFMA, taking as a starting point institutional documents and dialogues established with TILSPs working at the institution. The specific objectives are: a) To identify, in institutional documents, plans and/or actions that contemplate deaf people, seeking to understand the policies that guide the proposals, comparing them with reports about the practices; b) To problematize the implementation of policies (of accessibility, educational and linguistic) in the context of practice, with a view to devaluing the language and the subjects involved in the process; c) To rethink the context of practice, in order to mitigate proposals that are more consistent with the needs of deaf communities in Higher Education.Based on the debates on accessibility, originally conceived in the field of Special Education, we project the discussion to the arena of Language Policies, mobilizing the perspective of language as a linguistic right and not only as a communication resource. Considering the context of our analyses, Accessibility and Linguistic Policies are considered in dialogue with Educational Policies, taking into account the relationship between macro and micro contexts to think about Deaf Education. Methodologically, this is a qualitative approach, based on a case study, with the Federal University of Maranhão (UFMA) as the locus. Three stages were carried out: a) documentary research, in which, in addition to the general legislation that guides deaf education, we analyzed internal documents from UFMA; b) a focus group held with TILSPs working at UFMA, totaling three meetings; and c) an interview with the head of the Subsection of Libras Interpreters of the aforementioned institution, to complement data collected in the focus group. The data are analyzed considering the contexts and the value of practices in the implementation of official policies. We therefore consider that, between policies and experiences, there are knowledge and power relations that permeate the educational field and make translation and interpretation of/into sign languages an important part of a very complex mechanism. We hope that this study will contribute to the formulation of public policies in the field of Higher Education.