Acessibilidade e inclusão em tempos de pandemia (2020- 2021) para discentes surdos no curso de Letras Libras da UFRA: Reflexões de um estudo de caso

Abstract

Academic spaces, constitute unique fields in the promotion of social and cultural transformation, in this aspect a great challenge to be overcome in the educational scope, is the application of special education in the perspective of inclusion for the promotion and realization of the rights of inclusion and accessibility. Considering the problem of meeting the needs of two deaf academics from the Libras Languages ​​course, at the Federal Rural University of Amazônia, during Emergency Remote Teaching, regarding the promotion of accessibility and inclusion, during the pandemic caused by COVID-19, we highlight how Discussions around public policies aimed at accessibility and inclusion of deaf students within regular higher education classes are relevant for reflections and improvements in deaf education in academic training. To this end, this study aims to: Describe, from the perspective of two deaf students of the Degree in Libras Languages, at UFRA, academic experiences related to accessibility and inclusion, in Emergency Remote Teaching, during the pandemic period caused by COVID-19. 19. Being a study with a qualitative approach, characterized as a case study, data were obtained through a semi-structured interview applied to two deaf students from the Literacy Course at UFRA. The interviews took place in Libras, remotely through the Google Meet platform, recorded, and later transcribed directly from Libras into Portuguese in an ipsis litteris manner, adapted for translation between languages, being literally translated. The interpretation of the collected data is based on a review of the scientific literature, on the education of deaf students, in a pandemic and non-pandemic period, higher education for deaf students and teacher training during a pandemic, as well as legal documents such as laws and decrees that ensure the linguistic and educational rights of the deaf people, such as Law No. 10,436/2002, known as the Libras Law (BRASIL, 2002). The study reveals that the deaf classes at UFRA faced adversities in the Emergency Remote Teaching classes, such as language difficulties, inadequate digital equipment and access network, but the two students indicate that over time the adversities were alleviated. The data show the importance of support and assistance centers for students with special educational needs.