ABSTRACT
This study is an unfolding of a Doctoral research in Education about the life history of individuals with acquired deafblindness, according to Lupetina (2019)Lupetina, R. de M. (2019). Rompendo o silêncio: história de vida de indivíduos com surdocegueira adquirida [Tese de Doutorado não publicada]. Universidade do Estado do Rio de Janeiro, Rio de Janeiro, Brasil.. The article aims to bring the narrative of the deafblind regarding the educational trajectory experienced by them. Seven deafblind people from different Brazilian states participated in this research, who narrated about their lives from their own perception, bringing the protagonism of the deafblind as a place of speech. The forms of communication used by the deafblind during the interviews were: Brazilian Sign Language tactile, Brazilian Sign Language in reduced field, extended speech, near speech and Tadoma. The results indicated that, despite different trajectories, the reports have points in common, such as: insistence on oralization and lip reading for deafblind people who have visual residue, instead of encouraging the use of Brazilian Sign Language; absence of specialized professionals and adapted materials, and being the only deafblind people in the school spaces where they studied. The study concludes that the role of the deafblind in academic research is still very rare and that the process of school inclusion has a long way to go, as they are people who need to have a voice and rights as citizens.
KEYWORDS
Special education; Deafblindness; Educational process; Life history; Forms of communication
