HIGHER EDUCATION UNIVERSITIES AND ACCESS TO MASTER'S AND DOCTORATE DEGREES: PROMOTING VIDEOS, SIGN LANGUAGE AND FIRST WRITTEN LANGUAGES FOR DEAF PEOPLE

Abstract

The academic inclusion of deaf students in master's and doctoral programs in Brazil still faces structural challenges, especially regarding language barriers. The requirement for proficiency in written Portuguese, a language that for most deaf students is acquired late as a second language, hinders these students' access to and retention in higher education. Brazilian Sign Language (Libras), legally recognized as the first natural language of the deaf community, is rarely used as an official means of academic assessment, which limits the full development and participation of deaf students in graduate studies. This article highlights the importance of effective academic inclusion through the recognition of Libras as the first written language of the deaf community and the adoption of video exams, conducted in Libras, as a form of assessment. This practice respects the visual and cognitive characteristics of sign language, allowing deaf students to express their knowledge more fully and naturally. Academic inclusion, in this context, is not limited to adapting resources, but also involves valuing the role of deaf students, respecting deaf culture, and transforming pedagogical and assessment practices to ensure equal conditions. Implementing assessments in Libras represents a fundamental step toward democratizing access to master's and doctoral programs, strengthening diversity and promoting a more inclusive, fair, and pluralistic academic environment.