Acessibilidade atitudinal e pedagógica no ensino superior: caminhos para inclusão dos estudantes com deficiência na universidade

Abstract

This dissertation presents a qualitative research, and it is a Case Study. Its investigative approach aimed to discuss inclusive education for students with disabilities in Higher Education, focusing on pedagogical and behavioral accessibility. Therefore, the research has as its general objective to investigate the implementation process of pedagogical and behavioral accessibility at Universidade Federal do Pampa (UNIPAMPA), in order to ensure access and permanence of students with disabilities, as a part of the Higher Education inclusion and accessibility policies. In this perspective, the investigative analysis of this policy was based on the theoretical methodological proposal of the Cycle of Policies (Ball, 1992), lead by the formative path (way) of students with disabilities that start the Higher Education supported by the ongoing national legislation, when the following can be highlighted: the Affirmative Law – Law 12.711 from August 29, 2012; Law 13.409 from December 28, 2016 and the Brazilian Law of Inclusion, 13.146, from 2015. The general structure of this analysis observes both ends of this policy – access and permanence. As an initial diagnostic analysis, the procedure taken by the institution towards the selection of students with disabilities (access and entrance) was verified, based on the insertion of this specific public regarding student quotas (conditions for access). To continue the research, the conditions offered by the institution in relation to pedagogical and behavioral accessibility were analyzed. The context for this research was Unipama; firstly, a data analysis of legal texts took place (laws, decrees, official letters) that rule the inclusive education policy; after, Unipampa’s internal documents (PI, PDI, resolutions, PPCs) were checked. The data collection took place through surveys directed to professors (undergraduate programs coordinators); staff from the Educational Development Offices; coordinator of Accessibility and Inclusion Office and staff from the Graduation Office (PROGRAD). The case study went from March to June 2018, and the research itself, including the Policies Cycle, from July 2018 to June 2019. The research has showed that the implementation of legal concepts of the pedagogical and behavioral accessibility occur from an influence movement, although presenting a more significant result as textual production of policies (PDI and PPC) and, in a less strong movement, as a practice. At the same time, the University can be identified as a strong character for the implementation of such concepts, considering the construction of a inclusive educational policy. It can be concluded that it is necessary to amplify these concepts as a way to contribute to the formative process of the students and, in this sense, minimize the high number of dropouts at this educational level. In part, this can be achieved through surpassing some behavioral barriers that still are internalized at the analyzed institution.