O projeto de pesquisa nas práticas de letramentos acadêmicos de surdos

Abstract

This research investigated the contributions of a bilingual workshop on reading and writing in the “research project” genre, based on the academic literacies model, to the understanding of this genre by deaf participants in the context of master's degree selection. Grounded in the New Literacy Studies (NLS), particularly the Academic Literacies model (Lea; Street, 2014), the study considers academic literacies as social practices and proposes strategies that go beyond the mere acquisition of linguistic skills. The research was conducted through action research, with data collected from a workshop that adopted a critical and reflective approach to the academic challenges faced by deaf students, focusing on reading and producing academic texts, using Libras as the language of instruction and employing a bilingual methodology to address the linguistic and cultural identities of the participants, aiming for accessibility and inclusion. The results indicate that the workshop facilitated the appropriation of the genre, reducing barriers in reading and writing by using materials and methodologies aligned with the linguistic and cultural identities of the participants. Furthermore, the data reveal that the challenges faced by deaf students in graduate studies are not limited to writing in Portuguese but reflect gaps in academic literacy processes from early schooling, highlighting exclusionary institutional practices. The research underscores the need for structural changes in higher education, both at the undergraduate and graduate levels, to ensure a fair, accessible, and inclusive process of admission, retention, and academic development for deaf students.