Experiences of deaf students in Basic Education: from dependence to autonomy

dalla dipendenza all'autonomia

Abstract

This research has a qualitative nature and, through the application of Grounded Theory (GT) – in Strauss and Corbin's perspective – aims to analyze the perceptions of deaf students about their schooling process when narrating their experiences in Basic Education. This investigation it's justified considering that, in Brazil, there are laws and public policies that recognize the linguistic right of the deaf population to access Brazilian sign language (BSL) and to access bilingual education, although there are still barriers and difficulties for the deaf people have access to quality education, for instance, the lack of curriculum and pedagogical practices contextualized with their special educational needs. Reports from four deaf people, aged between 20 and 25, were collected from conversation circles held in 2019, promoted by the Núcleo de Educação e Diversidade na Amazônia/NEDAM-UFRA, at Belém-PA. About the results, the macro categories 'Schools and learning perspectives', 'Filling the learning gaps', and 'From dependence to the search for autonomy' were obtained to explain the 'Experience of the deaf in Basic Education' phenomenon. The data reveal regular school as the environment where the greatest difficulties were experienced by deaf students, which the type of accessibility offered was decisive for the creation of strategies. A large part of the difficulties affected the students' contact with BSL, the learning of the Portuguese, and affected the autonomy and independence of these persons – also had an impact on their identity formation.