DEAF EXCELLENCE IN HIGHER EDUCATION: ACHIEVEMENTS AND CHALLENGES OF MASTER'S AND DOCTORAL STUDENTS

Abstract

This article examines the presence of deaf students in master's and doctoral programs, focusing on the achievements and challenges that characterize their academic journeys. Using a qualitative approach, supported by document analysis, interviews, and case studies, we investigated the gains made in consolidating deaf inclusion in Brazilian higher education, in dialogue with experiences from other countries. We demonstrated that the expansion of deaf students' enrollment in graduate programs, the official recognition of Libras, the publication of scientific articles, participation in conferences, and the opportunity to defend dissertations or theses in sign language are historic achievements that reinforce the legitimacy of linguistic and cultural diversity in academia. However, the results also showed the persistence of structural problems, such as communication barriers, a shortage of qualified interpreters, lack of access to scientific events, poorly inclusive curricula, and pedagogical practices still marked by ableism. This work looks at the presence of deaf students in master's and doctoral programs, focusing on the achievements and challenges that mark their academic trajectories. From a quality approach, supported by document analysis, interviews, and case studies, the gains obtained in establishing the openness for deaf people in higher education in Brazil and in conversation with international experts were sought. It showed that the increase in deaf people's admissions to postgraduate studies, the official recognition of Libras, the publication of scientific articles, participation in conferences, and the chance to defend dissertations and theses in sign language constitute gains. On the other hand, cases of overcoming the deaf community were found, based on personal strategies, strong academic networks, and united groups that demand inclusive practices. It is concluded that achieving deaf academic quality in graduate programs is not simply a matter of following the law, but rather occurs when Libras is truly valued as a language of scientific creation, changing institutional models, and promoting equal conditions for the formation and dissemination of knowledge.