Abstract

Brazilian public policies in recent decades have promoted new arrangements in educational institutions aiming at effective inclusion of people with disabilities. This article aims to describe the experience of developing didactic materials for the inclusion of a Deaf person in a higher education institution. We are interested in reflecting on the reflexivity and conflicts involving the distinct points of view of the professionals from different areas of knowledge working at the Distance Learning Unit in the process of preparing those materials, and the institutional actions confirming this conjecture. We accessed the agents involved through the methodology of mapping social networks, and we point out the main guiding and transforming elements of this process. We understand that public policies are central to generate opportunities for social change, and we also observed the complexity in delimiting and implementing actions to meet current social heterogeneity, while the transformations this collective action provoked went beyond the objectives it explicitly aimed at.

Keywords

public policy, higher education, social inclusion, deaf people, Brazil