This dissertation is linked to the Group of Studies and Research in Education for the Deaf
(GEPES) of the Federal University of Western Pará (Ufopa). Its general objective is to
investigate the inclusion and accessibility policies that contemplate deaf students at the Federal
University of Western Pará- Ufopa in Santarém-PA. Its specific objectives unfold: a) Identify
in the ordinances, resolutions, laws and annual activity reports, the perspectives of accessibility
policies that are manifested in the documents; b) Understand the work of the Accessibility
Center with deaf students; c) Relate the experiences of the deaf in the university environment
with the inclusion policies investigated. To do so, I use the idea of the Historical-Cultural
Theory on human development, especially the concepts of environment, culture and language
L. S. Vygotski (1997; 2018a; 2018b). This study is a qualitative research, through a case study,
carried out through a documental survey and interviews (LUDKE and ANDRÉ, 1986). The
main documents used for the analysis were: Ordinances, laws, resolutions, projects and annual
activity reports. The semi-structured interview was carried out with 4 deaf students graduating
from Ufopa. For data analysis, I used three categories: Standardizations implemented by Ufopa;
Center for Accessibility and Experience of the Deaf at Ufopa. Based on the results, it was
verified according to the analysis of the first category that the institution works with some
Programs such as PNAES, student assistance policies, affirmative action policies that include
students with disabilities and Pedagogical Monitoring Policy; About the accessibility nucleus,
our second category, it was observed that it has work with the elaboration of ordinances that
aim at the social inclusion of deaf students through events, courses, and inclusive projects and
actions that contemplate their language; in the analysis of the third category, it was observed
that the deaf students considered the presence of the Libras translator/interpreter in the
classroom and in the events held by Ufopa as positive points in the institution, as well as the
promotion of events such as Libras courses, seminars, conversation circles, among others aimed
at disseminating Libras and deaf culture. However, they pointed out as negative points, the lack
of communication with the teachers and with the hearing students, who cannot communicate
by signs, and the difficulty in the Portuguese language, especially in reading the texts of the
disciplines and in the more complex concepts of each subject studied. . Finally, it can be
concluded that Ufopa has acted responsibly and committed in terms of inclusion and
accessibility in compliance with current legislation, however, the implementation of inclusive
and accessibility policies is still moving slowly, and much needs to be improved. Finally, Iassess that the relevance of this study lies in the possibility of advancing the reflection on
inclusive and accessibility policies for deaf students in the university context.
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