Portal de Programas de Pós-Graduação (UFRN)

SIGAA - Sistema Integrado de Gestão de Atividades Acadêmicas

PPGED PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO CENTRO DE EDUCAÇÃO Phone: Not available E-mail: Not available https://posgraduacao.ufrn.br/ppged

Banca de DEFESA: MARIA AUXILEIDE DA SILVA OLIVEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : MARIA AUXILEIDE DA SILVA OLIVEIRA
DATE: 08/04/2024
TIME: 15:00
LOCAL: platarforma de Webconferência
TITLE: -

KEY WORDS:

Higher education. Accessibility. Student with disabilities

PAGES: 312
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis consists of a study on accessibility and inclusion in higher education, from the

perspective of students with disabilities at the Federal University of Acre (UFAC). It starts from

the understanding that people with disabilities should be protagonists of their own history. Thus,

it aimed to analyze the narratives of students with disabilities in their academic trajectory,

taking into account the inclusion policies directed towards them at UFAC. It is a qualitative

approach, through narrative research, using the life history method. We also employed the

"Snowball" sampling technique to complement and provide important information for this

study. Eight students with disabilities participated in the study, as well as six participants

indicated by these students as facilitators of their inclusion process in higher education, via

snowball sampling. Thematic analysis was employed for the interview analysis. An analysis of

institution documents was also carried out, including the Institutional Development Plan (PDI)

(2020-2024), the General Regulations of UFAC (2013), and UFAC in numbers (2022). The

research results reveal that for an inclusive culture to be incorporated into UFAC, it is important

for the PDI to outline actions that promote accessibility in all its dimensions by various

administrative instances (Pro-Rectors, Academic Centers, Directorates, among others). Beyond

the legality of the issue, UFAC needs to incorporate the principles of inclusion and accessibility

into its institutional policies and practices. This requires the institution to be open to dialogue

and paradigm shift. Regarding the actions taken by the NAI for the retention of students with

disabilities at UFAC, the analyses show that NAI's actions are linked to the National Student

Assistance Program (PNAES), which develops actions through programs such as the

Monitoring and Tutoring Program to Support Students with Special Needs in Education

(PROMTAED), the Accessibility Support Program (Pró-Acessibilidade), and the Incentive

Program for Students with Special Needs (Pró-Pcd). Concerning admission to higher education,

the narratives of participating students indicate that the resources provided were sufficient for

the Enem examination, and the quota law contributes to the inclusion of this audience in higher

education. Furthermore, the results highlight the difficulties faced by students due to the

absence of inclusive pedagogical practices in the classroom, the fundamental role of student

monitors, the indication of the need for teacher training, and the existence of ableism in the

university's daily life. Students expressed concerns about the lack of adequate materials, issues

related to study habits, the amount of content, and the pace of activities, as well as suggesting

more precise monitoring by NAI of the monitors' work. Considering the applicability of

inclusive public policies for the retention of students with disabilities in higher education,

within the context of UFAC, according to the participants' narratives, it is not possible to ensure

that we have an inclusive university. Many barriers hinder effective inclusion at UFAC, but the

participating students in the research revealed their protagonism and resilience amidst

adversity. Despite the regulations established in Brazil, the reality presented by the interviewed

students demonstrates significant failures in the implementation of these actions in the context

of UFAC, especially regarding the dimensions of attitudinal, architectural, communicational

and informational, and pedagogical accessibility. Thus, the effectiveness of accessibility to

knowledge depends not only on rights guaranteed by legislation but also on the breaking of

paradigms and prejudices that still persist in academic circles.

COMMITTEE MEMBERS:
Externa ao Programa - 1543230 - ELIANA COSTA GUERRA - nullExterna à Instituição - MARCIA TORRES NERI SOARES - UNEB
Interna - 1714249 - MARIA APARECIDA DIAS
Presidente - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES
Externa à Instituição - SINARA MOTA NEVES DE ALMEIDA - UNILAB

Notícia cadastrada em: 27/03/2024 09:54