<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100282</article-id>
<article-id pub-id-type="doi">10.5902/1984644464119</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Surdez audível: narrativas docentes sobre o ingresso de um estudante na Universidade Federal do Rio de Janeiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Audible deafness: teaching narratives about the admission of a student at the Federal University of Rio de Janeiro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blasi]]></surname>
<given-names><![CDATA[Felipe Di]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capelli]]></surname>
<given-names><![CDATA[Jane de Carlos Santana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra]]></surname>
<given-names><![CDATA[Flávia Barbosa da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rumjanek]]></surname>
<given-names><![CDATA[Vivian Mary Barral Dodd]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100282&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A universidade brasileira foi composta historicamente por estudantes detentores de uma base sólida de conhecimento tanto em seu ambiente doméstico quanto escolar. Dessa forma, poucos brasileiros alcançaram o nível superior. Na década de 2010, observou-se a democratização do ensino superior por meio de políticas afirmativas, como a Lei de Cotas, que viabilizou o acesso de estudantes oriundos da educação pública, além de diferenciais de renda e distinções étnico-raciais. No ano de 2016, a política de cotas foi ampliada para as pessoas com deficiência. Na Universidade Federal do Rio de Janeiro, no primeiro semestre de 2018, o ingresso de um estudante Surdo, por meio da Lei de Cotas, motivou inúmeras discussões, reflexões e ações de responsabilidade social, em prol de sua acessibilidade e inclusão, uma vez que ele tem a Língua Brasileira de Sinais como primeira língua e possui pouco conhecimento da língua portuguesa. Assim, o presente estudo analisou a centralidade das narrativas pela perspectiva docente acerca do ingresso do estudante Surdo. Realizou-se uma pesquisa de caráter qualitativo, por entrevista semiestruturada. Foram utilizados o método de Análise de Conteúdo sobre os resultados de processamento oriundos do software de análise textual Iramuteq. Os participantes da pesquisa foram dez docentes que estavam próximos ao estudante no primeiro semestre de 2018. Concluímos que a trajetória acadêmica do estudante, apesar de parecer mais justa quando assegurada por políticas redistributivas de acesso ao ensino superior, demonstra também, total falta de reconhecimento e atendimento individualizado para sua acessibilidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Brazilian university was composed historically of students with a solid knowledge base both in their home and school environment. Thus, few Brazilians could reach the higher level. In the 2010s, it was observed the democratization of higher education through affirmative policies, such as the Quota Law, which enabled the access of students from public education, also with income differentials and ethnic-racial distinctions. In 2016, the quota policy was expanded for people with disabilities. At the Federal University of Rio de Janeiro, in the first half of 2018, the admission of a deaf student, through the Quota Law, motivated numerous discussions, reflections, and actions of social responsibility, in favor of its accessibility and inclusion since it has the Brazilian Sign Language as the first language and has little knowledge of the Portuguese language. Thus, the present study analyzed the centrality of the narratives from the teaching perspective about the admission of deaf students to the UFRJ. Qualitative research was conducted by semi-structured interviews. The Content Analysis method and the Iramuteq textual analysis software were used. The research participants were ten teachers who were close to the student in the first semester of 2018. We conclude that the academic trajectory of deaf students, despite seeming fairer when ensured by redistributive policies of access to higher education, also demonstrates a total lack of recognition and individualized attendance for their accessibility.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ações afirmativas]]></kwd>
<kwd lng="pt"><![CDATA[Surdez]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior.]]></kwd>
<kwd lng="en"><![CDATA[Affirmative Action]]></kwd>
<kwd lng="en"><![CDATA[Deafness]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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