Educação, sujeitos surdos e ensino superior : produção de verdades sobre surdos que ingressam na universidade pelo Exame Nacional do Ensino Médio.

Abstract

This thesis is situated within the field of education, problematizing the ways in which truths are produced about deaf students seeking entry into higher education through the National High School Examination (Enem), with an emphasis on the evaluation of essay writing. Anchored in my trajectory as a bilingual teacher of deaf students and a translator-interpreter of Brazilian Sign Language (Libras), the research articulates professional experience, document analysis, and theoretical problematization to understand how accessibility policies and evaluative practices operate in the constitution of these subjects. The central object is the Enem Essay Writing Evaluation Guide for Deaf or Hearing-Impaired Participants, produced by INEP from 2020 to 2024, understood as a device that regulates ways of writing, evaluating, and recognizing linguistic difference. The research, grounded in a Foucauldian perspective, engages with authors of deaf studies from a bilingual perspective, highlighting the tensions between power, language, and subjectivation. The analysis includes the selection and training guidelines for essay evaluators, highlighting that, although they claim to consider linguistic specificities, these documents remain anchored in normative writing criteria and training requirements that give little recognition to experience with Libras (Brazilian Sign Language) or bilingual education for deaf people. The statistical synopses of the ENEM (National High School Exam), referring to the period from 2020 to 2024, are mobilized as discursive practices that produce visibilities and classifications about deaf participants. By articulating these data with the notion of deferred textuality, the thesis problematizes the centrality of normative alphabetic writing and shifts the reading of "error" to understand it as an expression of other logics of organizing discourse, anchored in the visual experience of Libras. It is observed that even in the face of attempts at flexibility, normalization processes persist that reinforce written Portuguese as the central reference. Thus, it is argued that the obstacles observed in the assessments do not reside in the deaf participants, but in the assessment system itself, which insists on capturing linguistic difference based on pre-established parameters.