DEAF TRAJECTORIES IN HIGHER EDUCATION IN SANTARÉM-PA

Abstract

This article analyzes the trajectories of deaf individuals in higher education in the city of Santarém, Pará, highlighting the main challenges faced by these subjects in the process of entering, remaining, and completing undergraduate programs. Based on a qualitative approach grounded in both personal and theoretical experiences, the study seeks to understand the implications of deafness in the academic context, emphasizing the linguistic, pedagogical, social, and structural barriers that persist despite the legal guarantees established by laws such as Law No. 10.436/2002 and Decree No. 5.626/2005. The research also presents a historical overview of deaf education, from periods of exclusion to recent advances in the appreciation of Brazilian Sign Language (Libras) and deaf identity. The importance of bilingual education is emphasized as a key strategy for promoting effective inclusion and the full development of deaf students, ensuring respect for their language and culture. The study concludes that, although significant progress has been made, it is still necessary to transform pedagogical and institutional practices so that universities may become truly inclusive, recognizing and valuing the linguistic and cultural diversity of the deaf community.