Tecnologia assistiva para estudantes surdos no ensino de Tecnologia da Informação(TI): desafios e possibilidades no Bacharelado em Sistemas de Informação

Abstract

This study analyzes the institutional, pedagogical, and technological conditions of the Bachelor's degree in Information Systems at the Federal Institute of Education, Science and Technology of Bahia, Feira de Santana Campus, aiming to propose guidelines for the effective inclusion of deaf students through the use of Assistive Technology (AT) and accessible educational practices. The research is exploratory and descriptive in nature, developed through bibliographic review and document analysis. The bibliographic review covered works on deaf education, inclusion in higher education, Assistive Technology, and digital accessibility. The document analysis focused on the Course Pedagogical Project and current Brazilian legislation. For data treatment and interpretation, thematic content analysis was adopted, as proposed by Bardin (2011), applied to the bibliographic and documentary sources surveyed. The results reveal that the main barriers to the inclusion of deaf students are distributed across four dimensions: communicational, pedagogical, technological, and attitudinal. In the communicational dimension, the shortage of interpreters qualified in the technical terminology of the IT field stands out. In the pedagogical dimension, the absence of systematized visual methodologies and adapted teaching materials was identified. In the technological dimension, the lack of specific digital AT tools for deaf students in the course's virtual learning environments was found. In the attitudinal dimension, the persistence of stereotypes and the unpreparedness of faculty to address the specificities of this community were verified. The analysis of the Course Pedagogical Project identifies partial advances, such as the optional offer of Brazilian Sign Language and the work of the Special Needs Support Coordination, but also significant gaps, including the absence of specific digital Assistive Technology tools for deaf students and the lack of preventive inclusion protocols. Based on these results, guidelines are proposed organized into five axes: institutional, pedagogical, technological, teacher training, and inclusion protocol. It is concluded that the program needs to adopt preventive measures before the enrollment of deaf students, building inclusion conditions from the planning stage, in accordance with the principles of Universal Design for Learning and current legal requirements.