Interação e convivência na experiência de ser Surdocego

Abstract

Deafblindness, characterized by the simultaneous, total or partial loss of vision and hearing, is a unique disability that imposes significant barriers to communication, mobility, and social inclusion. The general objective of this study is to investigate ways to promote inclusive and respectful interaction with deafblind individuals, considering their specific needs, communication methods, and lived experiences. The specific objectives include understanding the main concepts related to deafblindness, including communication methods and legally guaranteed rights; reflecting, based on the student’s personal experience and the life of Helen Keller, on the challenges and possibilities for the social and educational inclusion of deafblind individuals; and proposing practical strategies for inclusive and accessible interaction with this population. The theoretical framework is based on Cader-Nascimento and Costa (2010), Andrade (2005), McFarland (1995), and Nunes and Oliveira (2012), who address conceptual, communicational, and pedagogical aspects of deafblindness, as well as the guidelines of the Brazilian Inclusion Law (Law No. 13.146/2015). The methodology is qualitative in nature, grounded in bibliographic research and the analysis of personal accounts, providing an integrated understanding of theory and practice. The results highlight the need to diversify communication methods — such as tactile Libras (Brazilian Sign Language), Braille, Tadoma, palm writing, and assistive technologies — emphasizing the training of guide-interpreters as an essential element in promoting autonomy and active participation of deafblind individuals. The study concludes that effective inclusion requires not only material resources, but also institutional and social commitment to ensuring the right to communication, education, and citizenship, through pedagogical practices, public policies, and social awareness.