O direito de ser diferente dos alunos com deficiência em uma universidade brasileira : análise de fatos e da concepção deste corpo discente
Miniatura indisponível
Data
2012
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O direito ao acesso à educação escolar compreende-se como alicerce para que a pessoa com
deficiência possa verdadeiramente tornar-se um cidadão na construção dos ideários democráticos,
participação na vida econômica e política. Dados apresentados pelo IBGE sobre o aspecto educacional
das pessoas com deficiência no ensino superior é bastante preocupante. Mediante Censo realizado pelo
MEC, alunos com deficiência matriculados nas universidades representam apenas 0,1% do total. A
CR/1988 instituiu o Estado Democrático de Direito, cuja implementação fática está condicionada à
busca de uma igualdade substancial, onde o acesso à educação é uma ferramenta e um direito
fundamental para emancipação social, cultural, e econômica, inclusive, desse segmento e na tutela da
dignidade humana. Ações afirmativas fazem-se necessárias a essas pessoas, no sentido de corrigir
desigualdades, balizada pela educação inclusiva que concatena com a ideia de universidade inclusiva e
de uma sociedade também inclusiva, caminhando justamente na intenção de corrigir desigualdades de
oportunidades, buscando dirimir a ótica excludente do atual estágio social. Este estudo analisa fatos e
concepções dos alunos com deficiência e de um docente da UFPE, sob a ótica de que a educação escolar inclusiva constitui paradigma educacional fundamentado na concepção de que igualdade e
diferença são valores indissociáveis na construção de uma sociedade mais justa e solidária.
The right of access to school education is understood as the foundation for the disabled person can truly become a citizen in the construction of democratic ideals, participation in economic and political life. Data presented by IBGE on the educational aspect of people with disabilities in higher education is quite worrying. Census conducted by the Ministry of Education, students with disabilities in universities represent only 0,1% of the total. The CR/1988 establishing a Democratic State, whose implementation is subject to factual pursuit of substantive equality, where access to education is a fundamental right and a tool for social change, cultural, economic, inclusively, and this segment and the safeguarding of human dignity human. Affirmative actions are necessary to these persons in order to correct inequalities, guided by inclusive education which links the university with the idea of an inclusive and inclusive society, too, just walking in the intention to correct inequalities of opportunities, seeking to resolve optical exclusionary the current social stage. This study analyzes the facts and design of handicapped students and of a teacher of UFPE, from the perspective of that education is inclusive education paradigm based on the idea that equality and difference are intrinsic values in building a more just and caring society.
The right of access to school education is understood as the foundation for the disabled person can truly become a citizen in the construction of democratic ideals, participation in economic and political life. Data presented by IBGE on the educational aspect of people with disabilities in higher education is quite worrying. Census conducted by the Ministry of Education, students with disabilities in universities represent only 0,1% of the total. The CR/1988 establishing a Democratic State, whose implementation is subject to factual pursuit of substantive equality, where access to education is a fundamental right and a tool for social change, cultural, economic, inclusively, and this segment and the safeguarding of human dignity human. Affirmative actions are necessary to these persons in order to correct inequalities, guided by inclusive education which links the university with the idea of an inclusive and inclusive society, too, just walking in the intention to correct inequalities of opportunities, seeking to resolve optical exclusionary the current social stage. This study analyzes the facts and design of handicapped students and of a teacher of UFPE, from the perspective of that education is inclusive education paradigm based on the idea that equality and difference are intrinsic values in building a more just and caring society.
Descrição
Orientação: Manuel Tavares Gomes ; co-orientação: Isabel Rodrigues Sanches da Fonseca
Palavras-chave
EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, JUSTIÇA SOCIAL, SOCIAL JUSTICE, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO