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Previous issue date: 2010-08-11 / Universidade Federal do Rio Grande do Norte / Inclusion of students with disabilities is a recent case that has been discussed in school contexts, but the current policy of inclusion for access and retention of students in higher education is still a problem face there is much to do, therefore, are incipient studies in which this student body is involved. Accordingly, what is happening is that the most studies deal with on these students and little is said about them. For inclusive education thus the institution should prepare to receive students, having as one of its premises their point of views about
what actually experience aiming at promoting education for all. Therefore, this study deals with the process of inclusion of students with disabilities regularly enrolled in undergraduate courses at the Universidade Federal do Rio Grande do Norte - UFRN.They were used the assumptions of qualitative research enabled by the case study method and semi-structured interviews. It has been analyzed by guiding actions and teaching practices, under the views of disabled students and teachers, the conditions of access and permanence offered by UFRN. Twelve students with physical, visual, hearing disabilities participated and five teachers from the acedemic centers that in academic year 2008 taught to these students. For data analysis it was used the technique of content analysis. It was extracted two themes: access and retention of students with disabilities in UFRN, in which emerged the categories described and analyzed in the course of this work. The results show the difficulties of access and retention of students with disabilities within the UFRN, such as attitudinal, pedagogical and architectural
barriers. However, as it has also turned out, initial advances in the quest for achieving more effective actions to guarantee access and permanence of these students in UFRN. It has
concluded that the scope for the exercise of citizenship in the pupils with disabilities who need this Higher Education Institution has an inclusive education Project, wide and consolidated, for the actions undertaken by the Ministry of Education - MEC, by itself, are not guaranteed to all students due to mobility, autonomy and security. It has hoped this work will bring benefits for new studies to develop features that were located, but were not our focus, because then the UFRN may advance the inclusive process of disabled students / A inclus?o de estudantes com defici?ncia ? um processo recente que vem sendo discutido nos contextos escolares, por?m a pol?tica vigente de inclus?o para o acesso e perman?ncia desses
estudantes no Ensino Superior ainda ? uma problem?tica diante do que h? muito que fazer, pois, s?o incipientes os estudos nos quais esse alunado esteja envolvido. Nesse sentido, o que
vem ocorrendo ? que os estudos versam em sua maioria sobre esses estudantes e para eles e pouco se discute com eles. Para uma educa??o inclusiva, portanto, a institui??o deve se preparar para receber os estudantes, tendo como uma de suas premissas os seus ponto de vistas sobre o que realmente vivenciam visando ? promo??o de uma educa??o para todos. Diante disso, esse estudo trata do processo de inclus?o de estudantes com defici?ncia matriculados regularmente nos cursos de gradua??o da Universidade Federal do Rio Grande do Norte - UFRN. Recorremos aos pressupostos da pesquisa qualitativa possibilitada pelo m?todo estudo de caso e entrevistas semi-estruturadas. Buscamos analisar, pelo fio condutor de a??es e pr?ticas pedag?gicas, sob os pontos de vista de estudantes com defici?ncia e docentes, as condi??es de acesso e perman?ncia, oferecidos pela UFRN. Participaram da pesquisa doze estudantes com defici?ncia nas ?reas f?sica, visual e auditiva e cinco docentes dos centros acad?micos que, no ano letivo de 2008, lecionavam para esses estudantes. Para a an?lise dos dados utilizamos a t?cnica de an?lise de conte?do. Extra?mos dois eixos tem?ticos: acesso e perman?ncia de estudantes com defici?ncia na UFRN, donde emergiram as categorias descritas e analisadas no decorrer desse trabalho. Os resultados mostram
dificuldades de acesso e perman?ncia de estudantes com defici?ncia no ?mbito da UFRN, tais como: barreiras arquitet?nicas, atitudinais e pedag?gicas. No entanto, j? se constata, tamb?m, avan?os iniciais na busca pela concretiza??o de a??es mais efetivas que garantam o acesso e a perman?ncia desse alunado na UFRN. Conclu?mos que, para o alcance do exerc?cio da cidadania o alunado com defici?ncia, na UFRN, necessita que esta Institui??o de Ensino Superior tenha um projeto de educa??o inclusiva amplo e consolidado, pois as a??es
empreendidas pelo Minist?rio da Educa??o - MEC, por si s?, n?o est?o garantindo a todos os estudantes a devida autonomia e seguran?a. Esperamos que esse trabalho traga subs?dios para novos estudos que possam desenvolver aspectos que foram situados, mas que n?o foram nosso foco, pois, assim, a UFRN poder? avan?ar no processo inclusivo de estudantes com defici?ncia
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14402 |
| Date | 11 August 2010 |
| Creators | Albino, Ivone Braga |
| Contributors | CPF:55435610400, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771207Y4, Melo, Albertina Ricardo Lins Vieira de, CPF:69298513100, Martins, L?cia de Ara?jo Ramos, CPF:08588287404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794794P6, Melo, Francisco Ricardo Lins Vieira de |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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