Condições de acessibilidade na universidade: o ponto de vista de estudantes com deficiência
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Data
2016-03-10
Autores
Silva, Kele Cristina [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A compreensão da deficiência enquanto fenômeno social tem possibilitado pensar a diversidade afastada do modelo homogeneizante que nega a diferença como constitutiva do ser humano. Esse modo de conceber a deficiência permite reconhecer avanços na conquista de direitos e participação de grupos populacionais que se encontram em situações de vulnerabilidade. Algumas medidas estão sendo tomadas em âmbito governamental visando à formação acadêmica desse público, o que reflete o crescente número de matrículas de pessoas com deficiência na universidade. Mobilizadas pelos movimentos e lutas pelos direitos sociais, pessoas com deficiência têm reivindicado oportunidades iguais de acesso e permanência nesta etapa de educação. Nesse sentido, justifica-se a relevância do direcionamento de estudos que reflitam sobre a inclusão desse público na educação superior. Assim, esta pesquisa objetivou examinar como 14 universitários com deficiência analisam as condições de acessibilidade de três universidades públicas brasileiras. Os dados foram coletados por meio de entrevista com uso de roteiro semiestruturado, sendo analisados a partir do emprego da técnica de análise de conteúdo, possibilitando o agrupamento dos relatos dos participantes em categorias, em cinco eixos temáticos, a saber: a) Trajetória escolar: da educação básica à educação superior; b) Percepção dos estudantes sobre os apoios oferecidos pela universidade durante a graduação; c) Condições de acessibilidade na universidade; d) Perspectivas sobre o processo de aprendizagem em sala de aula e, por fim, e) Expectativas sobre a formação universitária. Embora os resultados evidenciassem ações em favor do acesso e da permanência de universitários com deficiência à educação superior, nas formas de recursos adaptados para realização do exame vestibular, tempo adicional na realização da prova, bolsa de auxílio ao estudo para cursar as aulas e rampas de acesso a espaços específicos da universidade, poucos foram os relatos que retrataram informações acerca das políticas institucionais para o funcionamento dos serviços e apoios ofertados. Apesar de a acessibilidade ter sido, em sua maioria, concebida no âmbito da desobstrução das barreiras físicas e comunicacionais presentes no espaço universitário, os dados anunciaram que os serviços e apoios existentes conferem sua presença de forma assistemática e contingencial. À revelia dos significados atribuídos pelo grau de compreensão das demandas educacionais especiais e de igualdade de direitos para cursar e concluir a formação nesta etapa de educação, é que as universidades têm-se mobilizado. Portanto, analisar o ponto de vista dos protagonistas desse processo rumo à compreensão dos sentidos atribuídos às barreiras que limitam sua participação na universidade, torna o caminho promissor na consolidação de práticas inclusivas no ambiente universitário.
Understanding disability as a social phenomenon has enabled us to think diversity away from the homogenizing model that denies the difference as of human being. This way of conceiving the deficiency allows us to recognize advances in the conquest of rights and participation of population groups in situations of vulnerability. Some measures are being taken by the Government in order to scope disabled people’s academic qualification, reflecting the growing number of registrations of those people at the University. Mobilized by the movements and struggles for social rights, individuals with disabilities have claimed for equal opportunity of access and permanence in this stage of education. In this sense, the relevance of studies targeting that reflects on the inclusion of this public in higher education. So post, this research aimed to examine how 14 college students with disabilities analyse the conditions of accessibility of three Brazilian public universities. The data were collected through a semi-structured interview script , being analyzed from the use of the technique of content analysis, enabling the grouping of reports from participants in categories, in five main themes, namely: a) School life: from basic education to college; b) Perception of students about the support offered by the University during the graduation course; (c) Accessibility at the University); d) Perspective on the learning process in the classroom and, finally, e) Expectations about university education. Although the results indicate actions in favor of the access and permanence of college students with disabilities to higher education in the forms of resources adapted to the SAT, additional time to perform the test, scholarship to attend classes and access ramps to specific places in the University, few were the reports that portrayed information about the institutional policies for the operation of the services and support offered. Despite the accessibility has been mostly conceived in the context of the clearance of the physical and communicative barriers present in the University space, the data showed that the existing support and services are unsystematically and contingently present. Universities have mobilized against the lack of meanings assigned by the degree of understanding of special educational demands and equal rights to attend and complete the training in this stage of education. That said, analyzing the point of view of the protagonists of this process toward the understanding of the meanings attributed to the barriers that limit their participation in college may be a promising path in the consolidation of inclusive practices in the University environment.
Understanding disability as a social phenomenon has enabled us to think diversity away from the homogenizing model that denies the difference as of human being. This way of conceiving the deficiency allows us to recognize advances in the conquest of rights and participation of population groups in situations of vulnerability. Some measures are being taken by the Government in order to scope disabled people’s academic qualification, reflecting the growing number of registrations of those people at the University. Mobilized by the movements and struggles for social rights, individuals with disabilities have claimed for equal opportunity of access and permanence in this stage of education. In this sense, the relevance of studies targeting that reflects on the inclusion of this public in higher education. So post, this research aimed to examine how 14 college students with disabilities analyse the conditions of accessibility of three Brazilian public universities. The data were collected through a semi-structured interview script , being analyzed from the use of the technique of content analysis, enabling the grouping of reports from participants in categories, in five main themes, namely: a) School life: from basic education to college; b) Perception of students about the support offered by the University during the graduation course; (c) Accessibility at the University); d) Perspective on the learning process in the classroom and, finally, e) Expectations about university education. Although the results indicate actions in favor of the access and permanence of college students with disabilities to higher education in the forms of resources adapted to the SAT, additional time to perform the test, scholarship to attend classes and access ramps to specific places in the University, few were the reports that portrayed information about the institutional policies for the operation of the services and support offered. Despite the accessibility has been mostly conceived in the context of the clearance of the physical and communicative barriers present in the University space, the data showed that the existing support and services are unsystematically and contingently present. Universities have mobilized against the lack of meanings assigned by the degree of understanding of special educational demands and equal rights to attend and complete the training in this stage of education. That said, analyzing the point of view of the protagonists of this process toward the understanding of the meanings attributed to the barriers that limit their participation in college may be a promising path in the consolidation of inclusive practices in the University environment.
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Palavras-chave
Acessibilidade, Educação Superior, Deficiência, Políticas Públicas de inclusão, Accessibility, Higher Education, Disability, Public policies of inclusion