Deaf student access to Federal Higher Education Institutions in the municipal district of Salvador: the case of the Federal University of Bahia

Detalhes bibliográficos
Autor(a) principal: Teixeira, Elizabeth Reis
Data de Publicação: 2019
Outros Autores: Bento, Nanci Araújo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/38499
Resumo: Based on bilingual pedagogy assumptions (LODI & LACERDA, 2010; LODI, 2013) and on language policy studies (MÜLLER, 2016; BALDAUF JÚNIOR. 2014; BONACINA-PUGH, 2012), using documental analysis, a picture of  access conditions of deaf students to federal higher education institutions in the municipal district of Salvador, in particular to the Federal University of Bahia is attempted. Considering high school experiences, which reverberate language/educational policies towards this population, an exam is attempted of the main origin of deaf students who enter UFBA: AESOS. Results point out that deaf student’s access to UFBA’s undergraduate courses has been possible due to special placement programs exclusively directed to promote higher education for the deaf: the Distance Education Portuguese Language-Brazilian Sign Language License Course and the Online Bilingual Pedagogy Course. As regards Graduate Courses, only three deaf students entered the university before the post-graduate quota system was implanted in 2017. As entrance examination protocols still present great difficulties, exclude and accentuate educational and social inequalities, our findings on the real access situation of deaf students to local public higher education institutions should contribute towards; advancing public education policies of access and continuity, producing knowledge in the area of Bilingual Pedagogy, and enhancing human resource training to upgrade educational practices in schools for the deaf.
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spelling Deaf student access to Federal Higher Education Institutions in the municipal district of Salvador: the case of the Federal University of BahiaEl aceso de estudiantes sordos en Instituiciones Federales de Ensino Superior en el municipio de Salvador: el caso de la Universidad Federal de Bahia (UFBA)O acesso do estudante surdo em Instituições Federais de Ensino Superior no município de Salvador: o caso da Universidade Federal da Bahia (UFBA)Deaf educationBilingual perspectiveLanguage policiesHigher educationEducación de sordosPerspectiva bilinguePolíticas linguísticasEnseñanza superiorEducação de surdosPerspectiva bilínguePolíticas linguísticasEnsino superior.Based on bilingual pedagogy assumptions (LODI & LACERDA, 2010; LODI, 2013) and on language policy studies (MÜLLER, 2016; BALDAUF JÚNIOR. 2014; BONACINA-PUGH, 2012), using documental analysis, a picture of  access conditions of deaf students to federal higher education institutions in the municipal district of Salvador, in particular to the Federal University of Bahia is attempted. Considering high school experiences, which reverberate language/educational policies towards this population, an exam is attempted of the main origin of deaf students who enter UFBA: AESOS. Results point out that deaf student’s access to UFBA’s undergraduate courses has been possible due to special placement programs exclusively directed to promote higher education for the deaf: the Distance Education Portuguese Language-Brazilian Sign Language License Course and the Online Bilingual Pedagogy Course. As regards Graduate Courses, only three deaf students entered the university before the post-graduate quota system was implanted in 2017. As entrance examination protocols still present great difficulties, exclude and accentuate educational and social inequalities, our findings on the real access situation of deaf students to local public higher education institutions should contribute towards; advancing public education policies of access and continuity, producing knowledge in the area of Bilingual Pedagogy, and enhancing human resource training to upgrade educational practices in schools for the deaf.Con base en los pressupuestos de la pedagogia bilingue (LODI y LACERDA, 2010; LODI, 2013) y los estudios sobre políticas linguísticas (MÜLLER, 2016; BALDAUF JÚNIOR. 2014; BONACINA-PUGH, 2012), a través de análisis documental, pretende-se trazar un cuadro de las condiciones de aceso del estudiante sordo a las instituiciones públicas de ensino superior en el municipio de Salvador, especialmente a Universidad Federal de Bahia, a partir de sus experiencias en la escuela secundaria, que reflejan en el êxito/fracaso de las políticas educacionales/linguísticas para esta populación, examinando la principal procedencia del alumnado sordo en UFBA - la AESOS. Los resultados apuntam que el ingreso de estudiantes sordos en los cursos de graduación de UFBA, se há dado a través del sistema programado de reserva de vagas en projetos dirigidos a la promoción de su formación superior: Curso de Licenciatura Letras Libras EAD, y Curso de Pedagogia Bilíngue online. En lo que respecta a Post-Grado, hubo apenas tres estudiantes sordos antes de la implantación, en 2017, del sistema de cotas. Espera-se que nuestros hallados sobre la real situación de aceso de sordos a el grado superior em las instituiciones públicas locales, dónde el proceso clasificatorio de ingreso és todavia dificultoso, excluyente y replicador de desigualdades sociales y educacionales, puedan contribuir para el avance de las políticas públicas de aceso y permanencia, de la producción de conocimientos en el área de pedagogia bilíngue, y en la formación de recursos humanos que influyan en las prácticas educacionales de las escuelas para sordos.Com base nos pressupostos da pedagogia bilíngue (LODI e LACERDA, 2010; LODI, 2013) e com base no estudos sobre políticas linguísticas (MÜLLER, 2016; BALDAUF JÚNIOR. 2014; BONACINA-PUGH, 2012), através de análise documental, pretende-se traçar um retrato das condições de acesso do estudante surdo às instituições públicas de ensino superior no município de Salvador, em especial na Universidade Federal da Bahia, a partir de suas experiências no ensino secundário, que repercutem o sucesso/insucesso das políticas educacionais/linguísticas para esta população, examinando a principal fonte de procedência do alunado surdo na UFBA - a AESOS. Os resultados apontam que o ingresso do estudante surdo, nos cursos de graduação da UFBA, tem-se dado através do sistema programado de reserva de vagas em projetos específicos voltados exclusivamente à promoção de sua formação superior: o Curso de Licenciatura em Letras Libras EAD, e o Curso de Pedagogia Bilíngue na modalidade online. No que diz respeito à Pós-Graduação, houve apenas três estudantes surdos antes da implantação, em 2017, do sistema de cotas para a Pós-graduação stricto sensu. Espera-se que nossos achados sobre a real situação de acesso da população surda ao nível superior nas instituições públicas locais, onde o ingresso através do processo classificatório ainda é dificultoso, excludente e replicador de desigualdades sociais e educacionais, venham a contribuir para o avanço das políticas públicas de acesso e permanência, da produção de conhecimento na área da pedagogia bilíngue, e na formação de recursos humanos que influenciem as práticas educacionais das escolas para a população surda.Universidade Federal de Santa Maria2019-10-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3849910.5902/1984686X38499Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e98/ 1-25Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e98/ 1-25Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e98/ 1-251984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/38499/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/38499/htmlCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessTeixeira, Elizabeth ReisBento, Nanci Araújo2020-11-12T14:57:35Zoai:ojs.pkp.sfu.ca:article/38499Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-11-12T14:57:35Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Deaf student access to Federal Higher Education Institutions in the municipal district of Salvador: the case of the Federal University of Bahia
El aceso de estudiantes sordos en Instituiciones Federales de Ensino Superior en el municipio de Salvador: el caso de la Universidad Federal de Bahia (UFBA)
O acesso do estudante surdo em Instituições Federais de Ensino Superior no município de Salvador: o caso da Universidade Federal da Bahia (UFBA)
title Deaf student access to Federal Higher Education Institutions in the municipal district of Salvador: the case of the Federal University of Bahia
spellingShingle Deaf student access to Federal Higher Education Institutions in the municipal district of Salvador: the case of the Federal University of Bahia
Teixeira, Elizabeth Reis
Deaf education
Bilingual perspective
Language policies
Higher education
Educación de sordos
Perspectiva bilingue
Políticas linguísticas
Enseñanza superior
Educação de surdos
Perspectiva bilíngue
Políticas linguísticas
Ensino superior.
title_short Deaf student access to Federal Higher Education Institutions in the municipal district of Salvador: the case of the Federal University of Bahia
title_full Deaf student access to Federal Higher Education Institutions in the municipal district of Salvador: the case of the Federal University of Bahia
title_fullStr Deaf student access to Federal Higher Education Institutions in the municipal district of Salvador: the case of the Federal University of Bahia
title_full_unstemmed Deaf student access to Federal Higher Education Institutions in the municipal district of Salvador: the case of the Federal University of Bahia
title_sort Deaf student access to Federal Higher Education Institutions in the municipal district of Salvador: the case of the Federal University of Bahia
author Teixeira, Elizabeth Reis
author_facet Teixeira, Elizabeth Reis
Bento, Nanci Araújo
author_role author
author2 Bento, Nanci Araújo
author2_role author
dc.contributor.author.fl_str_mv Teixeira, Elizabeth Reis
Bento, Nanci Araújo
dc.subject.por.fl_str_mv Deaf education
Bilingual perspective
Language policies
Higher education
Educación de sordos
Perspectiva bilingue
Políticas linguísticas
Enseñanza superior
Educação de surdos
Perspectiva bilíngue
Políticas linguísticas
Ensino superior.
topic Deaf education
Bilingual perspective
Language policies
Higher education
Educación de sordos
Perspectiva bilingue
Políticas linguísticas
Enseñanza superior
Educação de surdos
Perspectiva bilíngue
Políticas linguísticas
Ensino superior.
description Based on bilingual pedagogy assumptions (LODI & LACERDA, 2010; LODI, 2013) and on language policy studies (MÜLLER, 2016; BALDAUF JÚNIOR. 2014; BONACINA-PUGH, 2012), using documental analysis, a picture of  access conditions of deaf students to federal higher education institutions in the municipal district of Salvador, in particular to the Federal University of Bahia is attempted. Considering high school experiences, which reverberate language/educational policies towards this population, an exam is attempted of the main origin of deaf students who enter UFBA: AESOS. Results point out that deaf student’s access to UFBA’s undergraduate courses has been possible due to special placement programs exclusively directed to promote higher education for the deaf: the Distance Education Portuguese Language-Brazilian Sign Language License Course and the Online Bilingual Pedagogy Course. As regards Graduate Courses, only three deaf students entered the university before the post-graduate quota system was implanted in 2017. As entrance examination protocols still present great difficulties, exclude and accentuate educational and social inequalities, our findings on the real access situation of deaf students to local public higher education institutions should contribute towards; advancing public education policies of access and continuity, producing knowledge in the area of Bilingual Pedagogy, and enhancing human resource training to upgrade educational practices in schools for the deaf.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/38499
10.5902/1984686X38499
url http://periodicos.ufsm.br/educacaoespecial/article/view/38499
identifier_str_mv 10.5902/1984686X38499
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/38499/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/38499/html
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e98/ 1-25
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e98/ 1-25
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e98/ 1-25
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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