This thesis aimed to analyze the Constitution of social representations of Deaf college students about the processes of education and the impact on their life projects. The study has as theoretical methodology of social representations theory of procedural approach (MOSCOVICI, 2002 and JODELET, 2001) of type substantially and Deaf Studies (LANE, 1992; Wrigley, 1996; STROBEL, 2008; 2009 and PERLIN, 2003). The adopted methodology is descriptive and analytical nature. The approach is quantitative and qualitativo.do multiméthod type. The locus was the Federal University of Pará and Federal University of the West of Pará. The subjects were college students deaf five 19 to 29 years old, Brazilian Sign Language users enrolled in undergraduate courses. The techniques used were the semi-open questionnaire, the interview and the technique of free association of Words. We used two types of analysis: the mind map and thematic content. The results indicate that most of the subjects is option to use sign language as a means of communication. Learned to Pounds in contact with deaf friends, interpreters and bilingual teachers. Most of them realize very low wages and limited professions. Women received values below minimum wage and men up to the value of 1000 real. The elements that constituted the education of the deaf students were anchored in denunciations, clashes, overruns, affective strategies, academic achievement, future expectations for the school and other projects. Before those results supported the thesis that social representations of Deaf college students about their schooling processes were anchored in exclusion, emotional and Signs of hope. The objectifications, or images of these representations, were gathered around the elements of the trajectory. These elements have caused effects or repercussions in future projections of Deaf College, anchored in Professional objective Signs for choices in the field of teaching (professor or instructor of the deaf) and continuing education (academic). These representations were revealed of subjective needs of Deaf guys fighting for one more school access, permanence and accessibility assurance, either at the University or in regular education or school room/specific class for the deaf, where he can be offered bilingual education as a matter of fact and law to this community. This causes the Deaf guy a new way of thinking the education of the deaf and, consequently, the resistance of their linguistic culture-the Pounds in educational spaces in the near future, where he can feel part of this change of the interior of the school institutions.
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