Inclusão de estudantes com deficiência no Ensino Superior em Aparecida de Goiânia, Brasil
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2020
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O estudo tem por objetivo analisar práticas de Educação inclusiva no Ensino Superior,
em comunidade educativa, na perspetiva de estudantes com deficiência e de docentes do curso
de Pedagogia de uma Instituição de Ensino Superior (IES) privada de Aparecida de Goiânia.
Em consequência, interessou identificar e analisar as principais intervenções e adaptações
realizadas numa IES, quanto a acessibilidades e adequações metodológicas, visando os
estudantes com deficiência. Neste estudo de caso, aplicou-se uma pesquisa
predominantemente qualitativa, conjugando a análise categorial de inquéritos por entrevista a
estudantes com deficiência, com a análise estatística de inquéritos por questionário a docentes
do curso de Pedagogia. Desta forma, foi possível recolher, analisar e triangular as perceções
de professores e estudantes com deficiência, sobre a inclusão e sobre o ensino e a
aprendizagem.
Os resultados evidenciam as opiniões convergentes dos participantes, quanto à
importância da inclusão dos estudantes com deficiência no Ensino Superior. É valorizada a
matriz curricular do curso de Pedagogia, que contempla aspectos relacionados com cidadania,
direitos humanos e inclusão. Ademais, comprova-se a influência do trabalho colaborativo,
enquanto estratégia de inclusão. É ainda evidente a urgência em mais formação continuada
aos docentes nesta área. Por último, destaca-se a interligação entre formação e
desenvolvimento de estudantes e professores, em comunidade educativa, embora ainda haja
um longo caminho a percorrer, no Ensino Superior, a fim de proporcionar mais igualdade e
qualidade de aprendizagem aos estudantes com deficiência..
This study aims to analyze practices in Inclusive Education in Higher Education, in educational community, from the perspective of students with disabilities and of Pedagogy course teachers of a private Higher Education Institution (HEI) in Aparecida de Goiânia, Goiás state, Brazil. Consequently, it was interesting to identify and analyze the main interventions and adaptations carried out in that HEI, regarding to accessibility and methodological adaptations, targeting students with disabilities. In this case study, a predominantly qualitative research was applied, combining the categorical analysis of surveys by interview to students with disabilities, with the statistical analysis of surveys by questionnaire to teachers of Pedagogy course. In this way, it was possible to collect, analyze and triangulate the perceptions of teachers and of students with disabilities about inclusion and about teaching and learning. The results show the participants’ convergent opinions regarding the importance of the inclusion of students with disabilities in Higher Education. The curricular matrix of Pedagogy course is valued, which includes aspects related to citizenship, human rights and inclusion. Furthermore, it’s proved the collaborative work’s influence as an inclusion strategy. The urgency for further continuing training for teachers in this area is evident. Finally, it’s stand out the interconnection between training and development of students and teachers in educational community, although there is still a long way to go in Higher Education, in order to provide more equality and quality of learning to students with disabilities.
This study aims to analyze practices in Inclusive Education in Higher Education, in educational community, from the perspective of students with disabilities and of Pedagogy course teachers of a private Higher Education Institution (HEI) in Aparecida de Goiânia, Goiás state, Brazil. Consequently, it was interesting to identify and analyze the main interventions and adaptations carried out in that HEI, regarding to accessibility and methodological adaptations, targeting students with disabilities. In this case study, a predominantly qualitative research was applied, combining the categorical analysis of surveys by interview to students with disabilities, with the statistical analysis of surveys by questionnaire to teachers of Pedagogy course. In this way, it was possible to collect, analyze and triangulate the perceptions of teachers and of students with disabilities about inclusion and about teaching and learning. The results show the participants’ convergent opinions regarding the importance of the inclusion of students with disabilities in Higher Education. The curricular matrix of Pedagogy course is valued, which includes aspects related to citizenship, human rights and inclusion. Furthermore, it’s proved the collaborative work’s influence as an inclusion strategy. The urgency for further continuing training for teachers in this area is evident. Finally, it’s stand out the interconnection between training and development of students and teachers in educational community, although there is still a long way to go in Higher Education, in order to provide more equality and quality of learning to students with disabilities.
Descrição
Orientação: Maria de Nazaré Castro Trigo Coimbra
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, INCLUSÃO ESCOLAR, ENSINO SUPERIOR, ESTUDANTES, CIDADÃOS COM DEFICIÊNCIA, PROFESSORES, ESTUDOS DE CASO, EDUCATION, SCHOOL INCLUSION, HIGHER EDUCATION, STUDENTS, CITIZENS WITH DISABILITIES, TEACHERS, CASE STUDIES, BRASIL, BRAZIL