Communicative processes in deafness according reports of youth deaf people: an inclusive look at public policies

Introduction: The theme of deafness can be seen and rethought in the uniqueness of each case, always taking into account the interpretations of the other in the process of both language acquisition and, consequently, the subjective constitution of the deaf child. Objectives: This text aims to describe how deaf youngsters reported the communicative process they experienced at home and at school with listener mothers/teachers. Methods: Three deaf youngsters, aged between 18 and 30, narrated their communicative experiences at home/school contexts, through video interviews recorded with the participation of a professional interpreter of LIBRAS (the Brazilian Sign Language). Results: The results disclosed the non-acceptance of deafness at home/school environment, which was emphasized by the deaf people’s perceptions of constant expectations from mothers and teachers of hearing improvement and speech development Conclusions: It was evidenced that the communicative processes experienced by the young teenagers were difficult and interfered in the academic development and in the relationships at home.