Ações afirmativas nas instituições de ensino superior público federais e a efetivação do princípio da isonomia às pessoas com deficiência auditiva usuárias de Libras: educação e acessibilidade

Abstract

The full enforcement of democracy presupposes the substantiation of fundamental rights, with the equal distribution of assets and rights. In this context, the democratization of access to public higher education is increasing and, in an attempt to make the right of education wider, the affirmative policies assume an indispensable role, since they aim to combat social inequality and the exclusion of minority groups. The present item approaches the debate about the sufficiency of affirmative actions in the effectuation of the principle of isonomy, in regards to the reservation of vacancies destined to people with hearing impairment who have Libras (Brazilian sing language) as their first language. Preliminarily, the article analyzed the history of affirmative actions, in the general and Brazilian context, to verify their compatibility with the constitutional norms and principles, besides discussing the effectiveness of the principle of isonomy through this policy. Ahead, a historical perspective was made about the social vision and education of people with hearing disabilities, with the scope of analyzing their suitability as a target audience for the reservation of vacancies, in addition to investigating the educational specificities that this group presents. Thereafter, the present research analyzed the sufficiency of affirmative actions for the effectuation of the principle of isonomy for people with hearing disabilities who use Libras, verifying the accessibility conditions in federal public higher education institutions.