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Abstract(s)
Atualmente, em Portugal, o número de alunos surdos a ingressar no Ensino Superior está a aumentar gradualmente. No entanto, é notória a falta de apoios para que estes consigam ser bem-sucedidos nas instituições. Ainda que com a disponibilização dos serviços de intérprete de língua gestual portuguesa em sala de aula, o acesso à informação não é totalmente eficaz, tendo em conta fatores como a falta de gestos para determinados vocábulos e pobre conhecimento da língua portuguesa por parte dos alunos surdos. Sendo assim, neste estudo procuramos refletir sobre esta temática e as repercussões que dela advêm para o sucesso e o fracasso dos alunos surdos no ensino superior. No plano metodológico, o estudo integrou entrevistas semiestruturadas a três alunos surdos a frequentar instituições de ensino superior e três intérpretes a desempenhar funções no mesmo contexto. Estas entrevistas foram submetidas a uma análise de conteúdo a fim de compreendermos algumas das barreiras e dos facilitadores que os entrevistados encontram nas suas funções e nos seus percursos.
Os resultados obtidos são esclarecedores e evidenciam que, apesar das medidas inclusivas que as políticas das instituições de ensino superior tentam implementar, estas ainda não estão preparadas para incluir o aluno surdo de forma eficaz no processo de ensino-aprendizagem.
Currently, in Portugal, the number of deaf students entering higher education is gradually increasing. However, the lack of support for them to succeed in university is notorious. Even with the availability of a Portuguese sign language interpreter in the classroom, the access to information is not fully effective, due to factors like the lack of gestures for specific words and poor knowledge of the Portuguese language by deaf students. Therefore, in this study we seek to reflect on this theme and the repercussions of this for the success and failure of deaf students in HigherEducation. Methodologically, the study included semi-structured interviews with three deaf students attending higher education and three interpreters performing functions in the same context. The interviews were subjected to a content analysis in order to understand some of the barriers and facilitators that the interviewees find in their roles and paths. The results obtained are enlightening and show that despite the inclusive measures that the policies of higher education institutions try to implement, they are still not prepared to effectively include the deaf student in the teaching-learning process.
Currently, in Portugal, the number of deaf students entering higher education is gradually increasing. However, the lack of support for them to succeed in university is notorious. Even with the availability of a Portuguese sign language interpreter in the classroom, the access to information is not fully effective, due to factors like the lack of gestures for specific words and poor knowledge of the Portuguese language by deaf students. Therefore, in this study we seek to reflect on this theme and the repercussions of this for the success and failure of deaf students in HigherEducation. Methodologically, the study included semi-structured interviews with three deaf students attending higher education and three interpreters performing functions in the same context. The interviews were subjected to a content analysis in order to understand some of the barriers and facilitators that the interviewees find in their roles and paths. The results obtained are enlightening and show that despite the inclusive measures that the policies of higher education institutions try to implement, they are still not prepared to effectively include the deaf student in the teaching-learning process.
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Keywords
Surdez Ensino Superior Metodologias de ensino Intérprete educativo Deafness Higher Education Teaching methods Educational interpreter
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação