THE INCLUSION/EXCLUSION EXPERIENCES OF THE FIRST DEAF FEMALE GRADUATE STUDENTS IN THE GRADUATE PROGRAM IN LANGUAGE STUDIES AT THE FEDERAL UNIVERSITY OF ESPÍRITO SANTO

Abstract

This article analyzes the inclusion of deaf students in the Graduate Program in Language Studies (PPGL) at UFES. It highlights the importance of Brazilian Sign Language (Libras) and the experiences of the first deaf female graduate students at the institution, who defended their theses in 2023. The theoretical framework is based on critical studies of education under neoliberal logic (BORGES, 2022; OLIVEIRA; CARVALHO, 2021; LAVAL, 2004; HOLANDA, 1998) to discuss the challenges of inclusion in postgraduate education, such as the language barrier and the need for interpreters, emphasizing the role of institutional support and innovative pedagogical practices. The authors explore the history of inclusive education in higher education and the need for continuous investment in effective policies, proposing a reformulation of funding and educational actions to ensure accessibility in Libras.