Acessibilidade e inclusão de alunos com necessidades especiais no Ensino Superior à distância na modalidade semi-presencial
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2018
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O objetivo deste estudo foi analisar como se dá o processo de Ensino à Distância (EaD) do curso de Serviço Social semi-presencial para estudantes deficientes de uma instituição de ensino superior privado, identificando desafios e possibilidades de superações no contexto da INCLUSÃO. O texto foi construído à luz da pesquisa qualitativa, envolvendo procedimentos de produção de dados que permitiram realizar inferências a respeito das informações oriundas da investigação empírica. Os dados recolhidos permitem concluir que o ensino e aprendizagem constituídos no curso semi-presencial de Serviço Social em EaD da ULBRA-Manaus/AM, particularmente, os processos e metodologias desenvolvidos junto aos alunos deficientes – permitem uma educação que democratiza saberes, fortalece aprendizagens e aproxima os pares (tanto alunos deficientes ou não / quanto os professores das diversas disciplinas). Desse modo, a pesquisa realizada permitiu inferir que, da condição de segregação, vivenciada nos primeiros tempos, passando pela integração, até chegarmos ao modelo inclusivo, muito tem se caminhado, e essas trilhas percorridas foram desenvolvidas de maneira significativa, em especial, quando se envolve nessa contextualização e processos implementados, as pessoas com deficiência, agora, protagonistas de seu tempo e história.
The objective of this study was to know how the process of distance learning (EaD) of the semi-presential Social Service course for disabled students of the Lutheran University Center of Brazil (ULBRA-Manaus / AM) is given, identifying challenges and possibilities for overcoming context of INCLUSION. The text was constructed in the light of the qualitative research, involving procedures of data production that allowed to make inferences about the information coming from the empirical investigation. The data collected allow us to conclude that the teaching and learning in ULBRA-Manaus / AM's semi-face-to-face Social Service in EAD, particularly the processes and methodologies developed with disabled students - allow an education that democratizes knowledge, strengthens learning and peers (both disabled and non-disabled students as well as teachers from different disciplines). Thus, the research carried out allowed us to infer that, from the condition of segregation, experienced in the early days, through integration, to the inclusive model, much has been done, and these trails have been developed in a significant way, especially when involves in this contextualization and processes implemented, people with disabilities, now, protagonists of their time and history.
The objective of this study was to know how the process of distance learning (EaD) of the semi-presential Social Service course for disabled students of the Lutheran University Center of Brazil (ULBRA-Manaus / AM) is given, identifying challenges and possibilities for overcoming context of INCLUSION. The text was constructed in the light of the qualitative research, involving procedures of data production that allowed to make inferences about the information coming from the empirical investigation. The data collected allow us to conclude that the teaching and learning in ULBRA-Manaus / AM's semi-face-to-face Social Service in EAD, particularly the processes and methodologies developed with disabled students - allow an education that democratizes knowledge, strengthens learning and peers (both disabled and non-disabled students as well as teachers from different disciplines). Thus, the research carried out allowed us to infer that, from the condition of segregation, experienced in the early days, through integration, to the inclusive model, much has been done, and these trails have been developed in a significant way, especially when involves in this contextualization and processes implemented, people with disabilities, now, protagonists of their time and history.
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Orientação: Óscar C. de Sousa
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, ENSINO À DISTÂNCIA, ENSINO SUPERIOR, CIDADÃOS COM DEFICIÊNCIA, NECESSIDADES EDUCATIVAS ESPECIAIS, BRASIL, EDUCATION, INCLUSIVE EDUCATION, DISTANCE LEARNING, HIGHER EDUCATION, CITIZENS WITH DISABILITIES, SPECIAL EDUCATIONAL NEEDS, BRAZIL