The Right to Inclusive Education in the Virtual System: Discrimination Against Unilateral Sensory Hearing Impairment

Abstract

This work addresses the teaching-learning system in distance learning to promote the inclusion of people with unilateral hearing impairment and monocular visual impairment, to adopt affirmative actions for quality learning for all. The methodology used was the hermeneutics of Brazilian legislation and jurisprudence, with input from the interpretation of doctrinal texts. Initially, a historical survey of inclusive higher education in Brazil is carried out. Finally, a survey is made o the two types and degrees of disability that can generate problems in inclusive distance education, demonstrating the case of prejudice suffered by some types of disability. This fact meant that Brazilian Universities did not accept some types of milder disabilities from competing in reserve quotas, such as unilateral deafness and monocular vision. However, jurisprudence also ensures the right to these deficiencies. Therefore, we conclude that there is a need to include students with these deficiencies in the distance education system. To carry out this investigation it was necessary to apply the dogmatic method, as the hermeneutics of normative texts recommends, but also the contribution to doctrine and transversality were necessary, since it is an interdisciplinary topic with a high political and sociological content, all aligned by a egalitarian rationalist tradition of thought. This work aims to analyze the “Brazilian law on quotas in entrance exams for access to higher education” for inclusive education in the distance education system.

Keywords: Education. Disability. Quota. Deafness unilateral.