O QUE DIZEM OS ESTUDANTES SURDOS E COM DEFICIÊNCIA SOBRE SUA TRAJETÓRIA NA EDUCAÇÃO SUPERIOR E PERSPECTIVAS FUTURAS?

This article discusses the educational trajectories and life projects of deaf and disabled students enrolled in undergraduate programs at two Brazilian federal institutions (one located in the Southeast and the other in the Midwest). Methodologically, it draws on qualitative research and the theoretical framework of the Documentary Method, using both individual and group interviews. Fourteen students participated in the study (seven with disabilities and seven who are deaf). Data analysis indicates, among other aspects, the difficulties and challenges faced by these students throughout their undergraduate studies, particularly concerning access to the curriculum. It also highlights the importance of the pedagogical and communicational support provided by the institutions. Finally, their narratives reveal their self-perceptions, their understanding of affirmative action policies such as quota systems, and their future projects, mainly related to the labor market. Keywords