The present work was developed with students from the Libras (Brazilian Sign Language) Letters course who are deaf at the Federal University of Amazonas, located in the southern zone of Manaus-AM. To support this study, various authors discussing the inclusion and education of the deaf were consulted, such as Quadros (1997), Lacerda (2006), and Skliar (1997, 1998, 2003). Quadros (1997) highlights the importance of language acquisition in deaf children and bilingual education. Lacerda (2006) addresses school inclusion and the processes of language acquisition and development in the deaf. Skliar (1998, 2003) offers a critical perspective on the education of the deaf and inclusion, discussing sociocultural approaches in education. Therefore, it is known that deaf students face numerous challenges in the inclusive sphere; this theme served as the basis for my graduation thesis in the Libras Letters course titled "Navigating Worlds: Challenges and Transitions from Bilingual Deaf School to University Inclusion," where the academic stages are challenging since the deaf student needs a school that meets their auditory sensory needs and the inclusive process. A student with hearing impairment requires a Libras interpreter, a deaf teacher trained in Libras, and an accessible inclusive school to support them in reaching higher education. The goal is for all students to receive assistance according to their educational needs. Here, I seek to elucidate the trajectory of deaf students who went through the “Bilingual School for the Deaf, the Inclusive School, and their journey to the University.” This work also emphasizes the importance of inclusive policies for the actual inclusion of deaf students in any educational sphere, underscoring the critical role of bilingual education for the deaf and our ability to provoke and promote reflection among all educational segments from school to university.
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