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No. of bitstreams: 1 LuziaLiviaOliveiraSaraiva_DISSERT.pdf: 1634196 bytes, checksum: 776d419a16f8fd9d752f837e13a6b527 (MD5) Previous issue date: 2015-07-22 / No atual contexto da pol?tica de educa??o inclusiva no ensino superior brasileiro, os n?cleos de acessibilidade respondem pela organiza??o de a??es para o cumprimento dos requisitos legais de acessibilidade e elimina??o de barreiras que interferem na participa??o e aprendizagem de pessoas com necessidades educacionais especiais (NEE), fornecendo condi??es para a plena inclus?o desse alunado nas atividades de ensino, pesquisa e extens?o nesse n?vel de ensino. Esta pesquisa teve o objetivo analisar o trabalho desenvolvido pelos n?cleos de acessibilidade implementados nas universidades federais do nordeste brasileiro para atendimento aos estudantes com NEE. Trata-se de um estudo descritivo, com abordagem quantitativa e qualitativa. Participaram 12 universidades federais nordestinas, atrav?s dos seus coordenadores dos n?cleos de acessibilidade. Os dados - obtidos atrav?s da aplica??o de um question?rio eletr?nico no ano de 2014 - foram organizados e analisados atrav?s da estat?stica descritiva e an?lise de conte?do, sendo a discuss?o dos mesmos realizada a partir de quatro t?picos tem?ticos: organiza??o dos n?cleos de acessibilidade para atendimento aos estudantes com NEE; tipos e quantidade de estudantes com NEE atendidos; a??es desenvolvidas e sugest?es para a melhoria dos n?cleos de acessibilidade. Verificou-se que no ?mbito das universidades pesquisadas, os n?cleos de acessibilidade v?m executando a??es envolvendo diversos segmentos da comunidade universit?ria para a melhoria das condi??es de perman?ncia de pessoas com NEE no ensino superior. Por?m, em algumas realidades institucionais, essas a??es necessitam serem ampliadas e/ou consolidadas. Os coordenadores sugerem encaminhamentos para a melhoria da atua??o desses n?cleos, relativas a amplia??o de recursos financeiros e humanos, forma??o profissional, sensibiliza??o da comunidade acad?mica, institucionaliza??o e forma??o de um rede colaborativa entre os n?cleos de acessibilidade. Sendo assim, embora ainda existam desafios a serem superados, a presen?a dos n?cleos de acessibilidade mostra-se como um avan?o para a efetiva??o das pol?ticas de inclus?o de alunos com NEE no ensino superior, com vistas a garantia da democratiza??o do ensino a partir do direito de todos ? educa??o. / In the current context of policies for inclusiveness in the Brazilian higher education, the accessibility centers are responsible for the organization of actions toward the fulfillment of the legal requirements regarding accessibility and the elimination of barriers that interfere with the participation and learning of persons with special learning needs (SLN), providing conditions for the full inclusion of these students in the activities of learning, research and community outreach in this learning level. This research had the goal to analyse the work developed by the accessibility centers in the federal universities in the northeastern region of Brazil towards the care of students with SLN. It is a descriptive work, with quantitative and qualitative approaches. Twelve federal universities participated through their accessibility center?s coordinators. The data - gathered by means of an electronic survey filled out in 2014 - was organized and analyzed through descriptive statistics and content analysis; their discussion was made around four topics: organization of accessibility centers for the care of students with SLN, kinds and numbers of students with SLN cared for, actions developed, and suggestions for the improvement of the accessibility centers. It was found that in the sphere of the researched universities, the accessibility centers have been taking actions involving many parts of the academic community towards the improvement of the conditions and permanence of students with SLN. However, in some institutional realities, these action need to be expanded and/or consolidated. The coordinators suggest further actions towards the betterment of these centers, regarding expansion of financial and human resources, professional qualification, awareness of the academic community, institutionalization and the formation of a collaborative network among the accessibility centers. Thus, although there are still challenges to overcome, the presence of the accessibility centers is shown to advance the realization of policies for the inclusion of students with SLN in the post-secondary education, towards the democratization of learning starting from the universal right to education.