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Previous issue date: 2017-05-22 / Esta Tese inscreve-se na tem?tica da avalia??o de pol?ticas p?blicas. Demarcou como objeto
de estudo o Programa Incluir: acessibilidade na educa??o superior, orientando-se pela
seguinte pergunta de pesquisa: Como o Programa Incluir est? sendo implementado na
Universidade Federal do Rio Grande do Norte (UFRN)? Estabeleceu como objetivo (geral)
avaliar o processo de implementa??o do Programa Incluir na UFRN, e como objetivos
espec?ficos: identificar os fatores que facilitam e os fatores que obstacularizam a
implementa??o do Programa Incluir e que condicionam o alcance dos objetivos do mesmo na
UFRN; conhecer os servi?os, recursos e apoios t?cnicos existentes e disponibilizados pela
Programa Incluir na perspectiva de viabilizar a inclus?o educacional dos acad?micos com
defici?ncia nessa IFES; detectar as barreiras (arquitet?nica, pedag?gica, de comunica??o e
informa??o e atitudinal) que dificultam o processo de implementa??o do Programa Incluir na
UFRN; identificar as estrat?gias de implementa??o do Programa Incluir nessa IFES. A
hip?tese enunciada para nortear o estudo afirmou que O Programa Incluir implementa
recursos, servi?os, apoios t?cnicos que minimizam as barreiras arquitet?nicas, pedag?gicas e
de comunica??o e informa??o, viabilizando parcialmente a inclus?o educacional de
acad?micos com defici?ncia na UFRN. Os procedimentos metodol?gicos utilizados para o
alcance do objetivo proposto consistiram em revis?o da literatura, pesquisa documental,
observa??o sistem?tica e pesquisa de campo. A pesquisa de natureza qualitativa utilizou para
a coleta de dados entrevista semiestruturada aplicada aos sujeitos constituintes do quadro
amostral, quais sejam: discentes com defici?ncia f?sica, auditiva, visual, intelectual e m?ltipla,
professores, presidente e t?cnicos da Comiss?o Permanente de Apoio a Estudantes com
Necessidades Especiais (CAENE), bolsistas e monitor. A tese conclui que o processo de
implementa??o do Programa Incluir na UFRN efetiva apoios t?cnicos, servi?o de int?rprete de
LIBRAS, recursos pedag?gicos em formato acess?vel, recursos financeiros sistem?ticos, os
quais, associados a um conjunto de estrat?gias institucionais, como cria??o de normatiza??es
relativas ? inclus?o educacional, instala??o de laborat?rios de acessibilidade, disponibiliza??o
de tecnologias assistivas, materializa??o de parcerias intrainstitucionais, apoio da Reitoria,
constituem fatores facilitadores do processo de implementa??o do programa avaliado. Por
outro lado, constatamos desproporcionalidade na produ??o, adapta??o e disponibilidade de
recursos did?ticos pedag?gicos em formato acess?vel em rela??o aos tipos de defici?ncia,
certo desconhecimento/invisibilidade do Programa Incluir, multiplicidade de objetivos,
p?blico-alvo distinto do preconizado no documento oficial, subestima??o da participa??o dos
professores na condi??o de implementadores (in)diretos do Programa, o que, associado ao
formalismo do parecer t?cnico emitido pela CAENE, sem a devida media??o entre t?cnicos da
CAENE, professores e coordenadores de cursos, evidencia o que cunhamos como barreira
burocr?tica. Essa coexiste com as remanescentes barreiras atitudinal, de infraestrutura,
pedag?gica e de comunica??o e informa??o. Esses fatores inscrevem-se como obst?culos ?
implementa??o do Programa Incluir na UFRN. A despeito dos mesmos, podemos inferir que
o Programa Incluir contribui com o percurso de forma??o profissional e a participa??o parcial
dos acad?micos com defici?ncia na UFRN. / This thesis is a part of the public policies evaluation. It is demarcated as study object the
Include Program: accesibility in higher education, being guided by the following research
question: How the Include Program is being implemented at the Federal University of Rio
Grande do Norte (UFRN)? It established as (general) objective to evaluate the process of
implementation of the Include Program at UFRN, and as specific objectives: to identify the
factors that facilitate and the factors that obstruct the implementation of the Include Program,
and that condition the achievement of its objectives at UFRN; to know the services, resources
and technical support existing and made available by the Include Program in the perspective
of enabling the educational inclusion of disabled students in this IFES; to detect barriers
(architectural, pedagogical, communication and information and attitudinal) that hinder the
implementation process of the Include Program at UFRN; to identify the implementation
strategies of the Include Program in this IFES. The hypothesis enunciated to guide the study
stated that the Include Program implements resources, services, technical support that
minimize architectural, pedagogical and communication and information barriers, partially
enabling the educational inclusion of disabled students in UFRN. The methodological
procedures used to reach the proposed objective consisted of literature review, documentary
research, systematic observation and field research. The qualitative research used for the data
collection semistructured interview applied to the constituent subjects of the sample frame,
namely: students with physical, auditory, visual, intellectual and multiple disabilities;
teachers; president and technicians of the Permanent Commission to Support Students with
Special Needs (CAENE); and scholarship holders and monitor. The thesis concludes that the
implementation process of the Include Program at UFRN provides technical support, a
LIBRAS interpreter service, pedagogical resources in an accessible format, systematic
financial resources, which, together with a set of institutional strategies, such as creation of
norms related to educational inclusion, Installation of accessibility laboratories, provision of
assistive technologies, materialization of intra-institutional partnerships, support of the
Rectory, are factors that facilitate the implementation process of the Include Program.
Besides, we find disproportionality in the production, adaptation and availability of
pedagogical didactic resources in relation to the types of disability, a lack of
awareness/invisibility in the Include Program, multiplicity of objectives, different target
audience from the official document, underestimation of the participation of teachers in the
condition of (in)direct implementers of the Program, witch, together with the technical
opinion formalism issued by CAENE, without proper mediation between CAENE
technicians, teachers and course coordinators, shows what we have classified as a
bureaucratic barrier. This coexists with the remaining attitudinal, infrastructure, pedagogical
and communication and information barriers. These factors are inscribed as obstacles to the
implementation of the Include Program at UFRN. Notwithstanding to this, we can infer that
the Include Program contributes to the vocational training course and the partial participation
of disabled academics in UFRN.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24364 |
| Date | 22 May 2017 |
| Creators | Severino, Maria do Perp?tuo Socorro Rocha Sousa |
| Contributors | 05944538368, Arcoverde, Ana Cristina Brito, 42023262453, G?is, Gilc?lia Batista de, 03498572458, Fortes, Lore, 18500188987, Silva, Luzia Guacira dos Santos, 32434472400, Souza, Lincoln Moraes de |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM CI?NCIAS SOCIAIS, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| 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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