Estratégias pedagógicas para a permanência de estudantes surdos na educação superior
ABSTRACT This research brings as object of investigation the perceptions of deaf students about pedagogic strategies that favor their process of permanence in Higher Education. This research was developed with deaf students (users of Language Brazilian of Signs- Libras and the Portuguese Oral Language) of the Universidade Federal do Recôncavo da Bahia (UFRB) [Federal University of Recôncavo of Bahia], enrolled in the Licentiate Course in LibrasForeign Language. The methodological choice, of a qualitative nature, defines the way of the case study using the semistructured interview as a research tool, because it allows to capture the perceptions of deaf students about the efficiency of pedagogical strategies for their stay in the academic environment. The background that supported the analysis of the data collected was based on Brazilian legal and institutional norms of UFRB, and on authors such as: Vygotsky (1991, 1995); Pimentel (2007, 2012); Silva and Matos (2015); Skliar (2013); Quadros (2006), among others. The results showed that UFRB has developed actions aimed at guaranteeing the rights of deaf students, involving: the approval of institutional norms, the holding of a competition for professional interpreters of Libras and the offer of a course for the formation of servers. Concerning the pedagogical strategies, it was evidenced, from the perceptions of deaf students, that the teachers, for the most part, use strategies that meet their specificities. Such strategies involve: the use of didactic resources of a visual nature; the professor's slow interlocution to favor the understanding of the deaf oralized and the interpretation of the content of the lesson for Libras; the use of dictionary in class and the availability of time to search for new vocabularies; the emphasis of group work; differentiated methodological strategies, such as teaching in Libras. Such strategies were recognized by the deaf participants of the research as facilitators of the learning process and, therefore, of its permanence, although this is a practice adopted by the teachers.
Educação superior, Surdo, Estratégias pedagógicas, Permanência, Higher education, Deaf, Pedagogical strategies, Permanence
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