Análise discursiva de estudantes surdos no ensino superior: percepções e reflexões do sujeito surdo a partir de seu Deaf Gain

Abstract

The present study analyzes the discourses of deaf students in higher education, specifically in the Letras-Libras program at the Federal University of Amazonas (UFAM). The main objective is to investigate how the deaf subject is discursively constituted within academic training spaces and how they perceive their process of inclusion and autonomy. Methodologically, the research adopts a qualitative and bibliographic approach, grounded in Discourse Analysis (DA). The theoretical framework is based on the concepts of power and subjectivity by Foucault (2010), the discursive perspective of Orlandi (2015) and Pêcheux (1997), as well as studies on deaf identity and culture by Strobel (2008) and Perlin (2003). Gomes (2021) also highlights the importance of the name sign in Brazilian Sign Language (Libras), which identifies a person within the deaf community and symbolizes recognition and cultural identity. Regarding the methodology, the study relied on bibliographic research, which was fundamental for building the theoretical framework that supported the analysis. According to Prestes (2008, p. 26), the literature review was essential to contextualize the theme, support the concepts of Discourse Analysis, deaf identity, and inclusion, and identify gaps addressed in the research. The reader needs to understand what the analysis addresses and what constitutes the textual material used by the analyst. The contextualization of the theme and the explanation of the perspective from which it will be treated are emphasized by Souza (2024). The research was also based on a qualitative approach, considered appropriate for enabling an in-depth understanding of the perceptions, interpretations, and meanings attributed by the participants. In this sense, information was sought to contribute to the discourse analysis of students from the Federal University of Amazonas (UFAM) enrolled in the Letras-Libras program. For data collection, questionnaires were applied to deaf students at the institution, a technique that makes it possible to obtain information about the investigated topic, as highlighted by Gil (2010). The data were collected through questionnaires applied to deaf students, focusing on their perceptions, reflections, and university experiences, as discussed by Prestes (2008) and Souza (2014). The results indicate that the bilingualism practiced in the program promotes high levels of satisfaction and validation of deaf identity (Deaf Again). However, inclusion proves to be partial, as students face barriers related to autonomy and the complexity of scientific vocabulary in written Portuguese. It is concluded that although family support is an influential factor in the students’ previous trajectory, effective inclusion in higher education requires overcoming institutional barriers and strengthening pedagogical practices that ensure the full autonomy of the deaf subject.