Narrativas de uma estudante com deficiência auditiva no ensino superior: práticas pedagógicas, inclusão e desenvolvimento acadêmico

Abstract

This paper presents a narrative based on my personal experiences as a hearing-impaired student in higher education. Through episodes lived throughout my academic journey, I share the main challenges and achievements, establishing a meaningful dialogue with authors who discuss inclusion, accessibility, and the rights of people with disabilities. The central aim of this study was to emphasize pedagogical strategies that could promote the inclusion of deaf students in educational environments, highlighting the role of didactic adaptations, assistive technologies, and specialized teacher training. I employ a narrative research methodology that connects my lived experiences with theoretical frameworks on deafness, inclusive education, and public policies. The reflections suggest that the presence of Libras interpreters, adapted teaching materials, and interactive pedagogical practices would be essential to ensure the full and effective participation of hearing-impaired students — resources that were unfortunately absent in my case, revealing the barriers still faced. I conclude that true inclusion goes beyond the mere provision of physical and technological resources, requiring above all lattitudinal transformation, empathy, and commitment from the entire academic community Keywords: School inclusion. Hearing impairment. Sign language. Accessibility. Pedagogical strategies