The investigation proposed in this research is inserted in a theme that enhances questions about the training processes of deaf students in high school technical programs. The study was carried out within the scope of the Graduate Program in Education at the Federal University of Roraima, through the line of research Education and Inclusive Processes, with the aim of analyzing how the profile of deaf students is characterized in high school technical programs, offered by the Federal Institute of Education, Science and Technology of Roraima / Boa Vista Campus, based on speeches that establish their training process in an inclusive perspective. To support this research, which field involves cross studies on different academic areas about the education of deaf people, I highlighted Special Education in an inclusive perspective and Deaf Studies. From this perspective, I sought theoretical support from authors in the aforementioned areas and in the field of Cultural Studies in Education. The motivation for this investigation was the need to understand the impacts that public policies promote on the ways of living and thinking of deaf people, both in school and social contexts, as well as on the meaning given to teaching and learning practices and the way in which deaf students conceive the produced knowledge in the context of professional education. The didactic and methodological organization of this study has an emphasis on qualitative descriptive research and sought to distribute the actions in two moments. At first, there was the selection of the materiality of the study referring to the legal documents that make up the institutional collection of the research locus, namely: the Institutional Development Plan; Pedagogical Projects of Technical Programs and their Didactic Organization. Secondly, data collection took place through semi-structured interviews with teachers, technical programs coordinators, translators/interpreters of Libras (Brazilian sign language) and deaf students themselves. To operationalize the analysis of the collected material, I sought support on the notion of speech as the main analytical tool and directed my gaze to understand the constituted thinking within this field of investigation, through a perspective of Michel Foucault's reasoning. Based on the research, it was possible to verify that the educational profile of deaf students who attend technical programs at the Boa Vista Campus is not different from the others, as they are all inserted in speeches and practices standardized by administrative guidelines and educational policies that control and regulate the pedagogical practice, for this modality and level of education. This scenario, in which institutional policies form the set of norms and disciplines, work as a tool that reflect the relations of power and knowledge and interfere in the ways of producing subjectivities and identities within this space. However, it was noticed in this research that the conduction of pedagogical actions and institutional policies do not always consider the needs and interests of deaf students. This occurs when they deny the sociocultural and linguistic differences of these subjects, de-characterizing and submitting them to teaching-learning models designed for a regular listening pattern. Therefore, it is concluded that accessibility and permanence aims to promote learning success of students, so that they are approved and complete their programs. In this sense, the formative construction at the IFRR/CBV seeks to invest in teaching practices for the permanence and success of all students with a focus on the inclusion of diversity and it works with the intention of enhancing the development of skills and competences to be required in technical programs.
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