Video recorded entrance examinations in libras: a new way to access the federal university?

Authors

  • Luiz Renato Martins Rocha Universidade Tecnológica Federal do Paraná e Universidade Estadual do Norte do Paraná.
  • Cristina Broglia Feitosa Lacerda Universidade Federal de São Carlos

DOI:

https://doi.org/10.5902/1984686X21782

Keywords:

Entrance examination in libras, Higher education, libras translation and interpretation, Deaf education, Special education.

Abstract

Over the last two decades, deaf people’s rights to schooling has strongly impacted the increasing of their access to the university, once restricted to a small portion of population. Video recording some entrance examinations in Libras (Brazilian Sign Language) was a response to the deaf community demand, which wants the valorization of their contributions for the scientific community. In this study, we aimed to investigate: How did deaf people take the video recorded entrance examinations in Libras for two federal public universities? And how did they understand the service addressed to meet their language needs? We carried out a qualitative research, exploratory and descriptive, with a semi-structured interview. We translated and categorized all the interviews, identifying divergences and convergences within the statements. The results show that deaf people were satisfied with the video recorded entrance examination in Libras in both universities. They also pointed out some potential adjustments to further improve this kind of exam. However, the effective entrance of deaf people in Brazilian universities is considered low, suggesting the need to strive for an improvement on the basic education in order to prepare those students and meet their language, cultural and educational needs.

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Author Biographies

Luiz Renato Martins Rocha, Universidade Tecnológica Federal do Paraná e Universidade Estadual do Norte do Paraná.

Licenciado em Matemática pela Universidade Estadual do Norte do Paraná (2011) e Pedagogia pelo Instituto Superior de Educação Alvorada Plus (2013). Especialista em Libras pelas Faculdades Integradas do Vale do Ivaí (2012) e Educação Especial Inclusiva pela Faculdade Superior Dom Bosco (2015). Doutorando e Mestre em Educação Especial pela Universidade Federal de São Carlos (2015). Docente da Universidade Estadual do Norte do Paraná e Tradutor e Intérprete de LIBRAS/Língua Portuguesa na Universidade Tecnológica Federal do Paraná - UTFPR, campus Cornélio Procópio

Cristina Broglia Feitosa Lacerda, Universidade Federal de São Carlos

Graduação em Fonoaudiologia pela Universidade de São Paulo (1984), Mestre em Educação(1992) e Doutora em Educação pela Universidade Estadual de Campinas (1996). Atualmente é professor Adjunto III da Universidade Federal de São Carlos (UFSCar) no Curso de Licenciatura em Educação Especial e no Bacharelado de Tradução e Interpretação em Libras e no Programa de Pós-Graduação em Educação Especial- PPGEEs. Experiência na área da Fonoaudiologia, com ênfase em Surdez, e atuação na área educacional desde 1996 com estudos desenvolvidos na perspectiva histórico-cultural e nos pressupostos da abordagem enunciativo-discursiva. Assessoria a redes municipais de Educação para implantação e acompanhamento de Programa de Educação Inclusiva Bilíngüe em Piracicaba, Campinas, São Paulo e São Carlos.  Pós doutorado no Centro de Pesquisa Italiano (CNR /ROMA) em 2003.

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Published

2016-11-07

How to Cite

Rocha, L. R. M., & Lacerda, C. B. F. (2016). Video recorded entrance examinations in libras: a new way to access the federal university?. Special Education Magazine, 29(56), 709–722. https://doi.org/10.5902/1984686X21782

Issue

Revista Educação Especial, v. 29, n. 56, set./dez. 2016

Section

Continuous Demand

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Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).