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KUMADA, Kate Mamhy Oliveira. Access of deaf to higher education on Libras teacher training in federal institutions. 2017. 252 f. Thesis (PhD) Faculdade de Educação, Universidade de São Paulo, São Paulo, 2017. [Revised Version]. The last decades have unveiled major changes in education of deaf, one of them is the shift of approach, predominantly oral, for bilingual perspective in which the Brazilian sign language (Libras) is recognized as the first language of deaf. To achieve this bilingual education, the Decree No. 5.626/05, among other things, established the formation and performance of Libras teachers, determining the priority for deaf in both situations. Based on this context, we set as the general objective of this research to investigate and analyze the access of deaf to higher education on Libras teacher training in federal institutions. For this, we align to the methodological principles of qualitative approach, especially on the documentary research and content analysis. To generate data, our corpus came from 80 public notices (also 217 appendixes and supporting documents) of selection processes to begin higher education courses directed to training Libras teachers, being adopted as clipping the period from 2006 to 2015 and the notices belonging to federal institutions. Anchored in a perspective of deafness as a difference whose implications reverberated mainly in a critical and expanded view of the language, bi/multilingualism of minorities and fragmented/multifaceted identities, we sought input in Cultural Studies and Deaf Studies in Education and Applied Linguistics. In light of this theoretical basis, we organized our data for presentation and discussion of the results in three axes, 11 categories and three subcategories of analysis. The results pointed to a still limited quantity of vacancies offered nationally for the Libras teachers’ qualification, especially in the segment covering kindergarten and the early years of elementary school. It was also found great difficulty by investigated federal institutions in: providing conditions for accessibility during the selection process, often observed the omission of adequacy or bureaucratization in its approval; interpret the priority reserved for deaf applicants, showing disagreement on what criteria to adopt or how many openings should be attributed to this group of people; conduct the relationship between the priority for the deaf and the Affirmative Action Policy for public school students, self-declared black, mulattos and indigenous and / or on low socioeconomic status, accepting that the individual can be simultaneously designed as deaf, poor, black or indian. Furthermore, it was notorious the presence of pathological conception of deaf still deeply rooted in the requirements and in the texts of the analyzed notices and tests, and a grounded view of the deaf language skills and the notion of identity. We hope with our research to bring up thoughts and questions that contribute to this discussion, particularly regarding to the right of access of deaf to Libras teacher training courses.

Acesso do surdo a cursos superiores de formação de professores de Libras em instituições federais