Acessibilidade a estudantes surdos na educação superior: análise de professores sobre o contexto pedagógico
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Data
2017-02-20
Autores
Gavaldão, Natália [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A educação inclusiva visa valorizar as diferenças por meio de ações que acolham os estudantes em suas especificidades, promovendo modificações nas práticas e nos ambientes escolares a fim de eliminar barreiras que dificultem ou impeçam o acesso ao conhecimento. Para consolidá-la, é preciso garantir um currículo que considere as particularidades dos estudantes. O atual Plano Nacional de Educação (PNE 2014-2024) apresenta metas de expansão do acesso e de melhoria da qualidade no Ensino do Brasil, abrangendo as instituições de Ensino Superior (IES). Entre as estratégias promovidas estão a continuidade de programas como: o Programa Universidade para Todos (Prouni) e o Fundo de Financiamento ao Estudante do Ensino Superior (Fies), designados para o financiamento da graduação a estudantes matriculados em IES privadas, e o Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais (Reuni), destinado à ampliação de vagas nas IES federais. Por causa dessas iniciativas, estudantes surdos têm chegado ao Ensino Superior, o que nos estimulou a investigar as práticas discursivas dos professores sobre as condições de acessibilidade do contexto pedagógico dirigidas a uma estudante surda de uma Instituição de Ensino Superior. A pesquisa foi financiada pelo Programa Observatório da Educação (Obeduc/Capes) e seus objetivos específicos se desdobram em: a) examinar as normativas internas da IES investigada que orientam a permanência de universitários surdos, frente aos dispositivos do Decreto nº. 5.626/2005; b) investigar as condições de permanência e apropriação dos conhecimentos curriculares e c) analisar as práticas pedagógicas dirigidas às demandas educacionais e linguísticas da estudante, nessa universidade. Para atender tais propósitos, optamos por realizar uma pesquisa qualitativa considerando dois estudos: Estudo I - documental e Estudo II - de natureza descritiva, por meio de um Estudo de Caso sobre a instituição em relação à estudante, com aplicação de entrevista semiestruturada junto aos professores. As contribuições teóricas de Bakhtin fundamentaram a compreensão da situação dialógica estabelecida na pesquisa. Para a análise dos dados, foi utilizada a metodologia da produção de sentidos e práticas discursivas proposta por Spink, cuja abordagem permitiu captar, na essência da fala dos professores entrevistados, como tem ocorrido o processo de formação do graduando surdo. Transcrevemos os enunciados, sem desconsiderar o contexto de produção, a fim de identificar suas influências e apontar as contradições e os sentidos apresentados na enunciação. Foi possível desvelar as alterações provocadas pela presença da estudante surda na instituição e discutir as providências inerentes às suas demandas educacionais, linguísticas e culturais específicas. Os resultados revelaram que, apesar do ingresso, inúmeros entraves acarretam o prejuízo formativo e a permanência da estudante surda na IES. Os docentes necessitam de orientações sobre as diferenças políticas, pedagógicas, linguísticas e culturais para compreender e trabalhar com essa nova premissa e demonstram abertura para receber tais direcionamentos. Revelando a necessidade de debruçar mais sobre essas questões e tomar medidas práticas e posturas responsáveis, denotamos omissão da própria instituição, já que as melhorias realizadas partiram da iniciativa de docentes, de alunos e do grupo de pesquisa empenhados em favorecer o processo de permanência da graduanda surda. Nesse sentido, espera-se que tais apontamentos contribuam para alargar a compreensão sobre o processo formativo de universitários surdos no Brasil.
Inclusive education aims to value differences by means of actions that accommodate students in their specificities, promoting changes in school practices and environments in order to eliminate barriers that hinder or impede access to knowledge. In order to consolidate it, it is necessary to guarantee a curriculum that considers the particularities of the students. The current National Education Plan (2014-2024) presents goals for expanding access to and improving quality in Brazil's education, covering institutions of Higher Education. Among the strategies promoted are the continuity of programs such as: the University for All Program (Programa Universidade para Todos – Prouni) and the Student Funding Fund for Higher Education (Fundo de Financiamento ao Estudante do Ensino Superior – Fies), designated for the funding of undergraduate students enrolled in privateinstitutions, and the Program of Support to Restructuring and Expansion Plans of the Federal Universities (Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais– Reuni), destined to the expansion of vacancies in the federal institutions of Higher Education. Because of these initiatives, deaf students are arriving at Higher Education, which has stimulated us to investigate the discursive practices of teachers about the accessibility conditions of the pedagogical context directed to a deaf student of a Higher Education institution. The research was funded by the Observatory Education Program (ProgramaObservatório da Educação– Obeduc / Capes), and its specific objectives are: a) to examine the internal regulations of the institution investigated that guide the permanence of deaf students, related to the provisions of Decree no. 5,626 / 2005; b) to investigate the conditions of permanence and appropriation of the curricular knowledge and c) to analyze the pedagogical practices directed to the educational and linguistic demands of the student, in that university. Wecarried out a qualitative research considering two studies: Study I – documentary, and Study II, - with a descriptive nature, through a case study about the institution in relation to the student, with application of semi-structured interview with the teachers. Bakhtin's theoretical contributions grounded the understanding of the dialogical situation established in the research. For the analysis of the data, we used the methodology of the production of senses and discursive practices proposed by Spink, whose approach allowed to capture, in the essence of the speech of the teachers interviewed, howit has happened the process of formation of the deaf graduate. We transcribed the statements without disregarding the context of production in order to identify their influences and point out the contradictions and meanings presented in the enunciation. It was possible to unveil the changes caused by the presence of the deaf student in the institution and discuss the inherent arrangements to her specific educational, linguistic and cultural demands. The results revealed that, despite the admission, numerous obstacles lead to the formative impairment and the permanence of the deaf student in the institution. Teachers need guidance on political, pedagogical, linguistic and cultural differences to understand and work with this new premise, and they show openness to receive such directions. It revealed the needing to look more closely at these issues and taking practical measures and responsible positions, denouncing the institution itself, since the improvements made were based on the initiative of teachers, students and one research group committed to favoring the process of permanence of the deaf graduated. In this sense, it is expected that such notes contribute to broadening the understanding about the formative process of deaf university students in Brazil.
Inclusive education aims to value differences by means of actions that accommodate students in their specificities, promoting changes in school practices and environments in order to eliminate barriers that hinder or impede access to knowledge. In order to consolidate it, it is necessary to guarantee a curriculum that considers the particularities of the students. The current National Education Plan (2014-2024) presents goals for expanding access to and improving quality in Brazil's education, covering institutions of Higher Education. Among the strategies promoted are the continuity of programs such as: the University for All Program (Programa Universidade para Todos – Prouni) and the Student Funding Fund for Higher Education (Fundo de Financiamento ao Estudante do Ensino Superior – Fies), designated for the funding of undergraduate students enrolled in privateinstitutions, and the Program of Support to Restructuring and Expansion Plans of the Federal Universities (Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais– Reuni), destined to the expansion of vacancies in the federal institutions of Higher Education. Because of these initiatives, deaf students are arriving at Higher Education, which has stimulated us to investigate the discursive practices of teachers about the accessibility conditions of the pedagogical context directed to a deaf student of a Higher Education institution. The research was funded by the Observatory Education Program (ProgramaObservatório da Educação– Obeduc / Capes), and its specific objectives are: a) to examine the internal regulations of the institution investigated that guide the permanence of deaf students, related to the provisions of Decree no. 5,626 / 2005; b) to investigate the conditions of permanence and appropriation of the curricular knowledge and c) to analyze the pedagogical practices directed to the educational and linguistic demands of the student, in that university. Wecarried out a qualitative research considering two studies: Study I – documentary, and Study II, - with a descriptive nature, through a case study about the institution in relation to the student, with application of semi-structured interview with the teachers. Bakhtin's theoretical contributions grounded the understanding of the dialogical situation established in the research. For the analysis of the data, we used the methodology of the production of senses and discursive practices proposed by Spink, whose approach allowed to capture, in the essence of the speech of the teachers interviewed, howit has happened the process of formation of the deaf graduate. We transcribed the statements without disregarding the context of production in order to identify their influences and point out the contradictions and meanings presented in the enunciation. It was possible to unveil the changes caused by the presence of the deaf student in the institution and discuss the inherent arrangements to her specific educational, linguistic and cultural demands. The results revealed that, despite the admission, numerous obstacles lead to the formative impairment and the permanence of the deaf student in the institution. Teachers need guidance on political, pedagogical, linguistic and cultural differences to understand and work with this new premise, and they show openness to receive such directions. It revealed the needing to look more closely at these issues and taking practical measures and responsible positions, denouncing the institution itself, since the improvements made were based on the initiative of teachers, students and one research group committed to favoring the process of permanence of the deaf graduated. In this sense, it is expected that such notes contribute to broadening the understanding about the formative process of deaf university students in Brazil.
Descrição
Palavras-chave
Ensino superior, Surdos, Permanência, Políticas educacionais, Libras