Mulheres-negras-surdas no ensino superior: o que revelam as produções acadêmicas?

Abstract

This study analyzes the academic production on the inclusion of Black Deaf Women in Brazilian higher education, considering the intersections of race, gender, and deafness as dimensions that shape specific experiences of access, permanence, and recognition within the university environment. The relevance of this study stems from the scarcity of research that addresses these social markers in an articulated manner, which contributes to the invisibility of the educational trajectories of Black Deaf Women in academic literature. In this context, the study aims to identify and discuss what recent scientific production reveals about the presence and experiences of Black Deaf Women in higher education. The theoretical framework is based on studies on Deaf education, inclusive education, and intersectionality, as well as contributions from Deaf Studies and critical perspectives on race and gender. The research adopts a qualitative approach of an exploratorydescriptive nature, based on a bibliographic survey conducted in academic databases such as SciELO, the Brazilian Digital Library of Theses and Dissertations, and Google Scholar. Sixteen studies related to the theme were identified, including scientific articles, master’s dissertations, and doctoral theses, of which only three directly address Black Deaf Women in higher education. The analysis of these studies allowed the identification of three main axes of discussion: access to higher education and the impact of educational policies, challenges related to permanence in the university environment, and processes of identity construction, resistance, and representativeness. The results indicate that, although public policies aimed at democratizing access have expanded the presence of Deaf students in universities, Black Deaf Women still face structural barriers related to linguistic accessibility, racism, sexism, and ableism. At the same time, the studies show that entry into higher education can foster processes of identity strengthening and critical awareness, contributing to the construction of new forms of belonging and resistance within the academic space. The study concludes that scientific production on this topic remains incipient and highlights the need to expand research that investigates the educational trajectories of Black Deaf Women, contributing to the development of more inclusive educational policies and practices in higher education.