THE EDUCATIONAL TRAJECTORY OF A BLACK DEAF STUDENT FOR ADMISSION TO A HIGHER EDUCATION INSTITUTION
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Abstract
This study aims to show the school trajectory of a student who is doubly identified, black and deaf, until his admission to a Federal Institution of Higher Education (IFES) through the quota policy. Thus, we expand this discussion by relating theory and practice by analyzing the student's narrative and strengthen the debate about the quota policy as a means of inclusion and reduction of economic and social disparities through education. In this sense, we conclude that affirmative action was decisive for his admission to the University. considering the multiplicity of meanings and experiences that constitute the life of deaf black people, we were get closer to the life story of this student, who showed us a particular perspective, but one that reflects the collective existence of a social group.
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