Políticas e práticas inclusivas: o olhar da gestão e de estudantes com deficiência de um instituto federal de educação superior do Pará
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2024-02-27
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Universidade Estadual Paulista (Unesp)
Resumo
A ampliação do acesso de estudantes com deficiência na educação superior tem sido notável. No entanto, torna-se imperativo assegurar condições de igualdade, inclusão educacional e cidadania, especialmente relacionadas aos aspectos de ingresso e permanência desses estudantes, no período de restrições orçamentárias, impostas às pelo governo federal as universidades brasileiras. Este estudo objetiva investigar os fatores que dificultam ou favorecem a permanência desses estudantes no ensino superior mediada pela avaliação da observação de indicadores de políticas inclusivas institucionais. Participaram do estudo quatro universitários com deficiência e dois gestores, incluindo o diretor da unidade e o coordenador do NAPNE. Adotando uma abordagem qualitativa, a pesquisa foi desenvolvida em cinco fases: 1) levantamento de estudantes com deficiência no Instituto Federal do Sudeste do Pará; 2) contato com discentes e gestores; 3) aplicação do questionário baseado no Índice de Inclusión para la Educación Superior (INES); 4) entrevistas com gestores e alunos e; 5) análise dos dados coletados. Composto por 25 indicadores, o INES se caracteriza por um instrumento de avaliação da educação superior, que permite identificar as políticas institucionais inclusivas na universidade, com destaque a observação de barreiras à aprendizagem e participação, interdisciplinaridade, flexibilidade curricular, entre outros. As entrevistas com os participantes auxiliaram na compreensão das políticas de acessibilidade e inclusão da instituição, assim como a eficácia das ações promovidas pelo NAPNE na promoção da permanência estudantil. Os participantes retrataram ausência de políticas que acolham a temática, como evidenciaram lacunas na oferta de serviços, estratégias e ações diferenciadas para garantir não apenas o acesso, mas programas dedicados a garantir a sua plena participação nos contextos universitários. A pesquisa contribui para ampliar o debate sobre a avaliação das políticas institucionais inclusivas no ensino superior, evidenciando a importância de ações e programas mais robustos que acolham com êxito as demandas educacionais específicas de todos os estudantes, como pilares para a construção de uma sociedade mais justa, equitativa e igualitária.
The expansion of access for students with disabilities in higher education has been notable. However, it becomes imperative to ensure conditions of equality, educational inclusion, and citizenship, especially related to the aspects of entry and retention of these students, during a period of budgetary restrictions imposed by the federal government on Brazilian universities. This study aims to investigate the factors that hinder or favor the retention of these students in higher education through the evaluation of observing indicators of institutional inclusive policies. Four university students with disabilities and two managers participated in the study, including the director of the unit and the coordinator of NAPNE. Adopting a qualitative approach, the research was developed in five phases: 1) survey of students with disabilities at the Federal Institute of Southeastern Pará; 2) contact with students and managers; 3) application of the questionnaire based on the Index of Inclusion for Higher Education (INES); 4) interviews with managers and students; and 5) analysis of the collected data. Comprising 25 indicators, the INES is characterized as an assessment tool for higher education, which allows identifying the inclusive institutional policies at the university, highlighting the observation of barriers to learning and participation, interdisciplinarity, curricular flexibility, among others. The interviews with participants helped in understanding the accessibility and inclusion policies of the institution, as well as the effectiveness of the actions promoted by NAPNE in promoting student retention. The participants portrayed an absence of policies that embrace the theme, as they evidenced gaps in the provision of services, strategies, and differentiated actions to ensure not only access but also programs dedicated to ensuring their full participation in university contexts. The research contributes to broadening the debate on the evaluation of institutional inclusive policies in higher education, highlighting the importance of more robust actions and programs that successfully accommodate the specific educational demands of all students, as pillars for building a more just, equitable, and equal society.
The expansion of access for students with disabilities in higher education has been notable. However, it becomes imperative to ensure conditions of equality, educational inclusion, and citizenship, especially related to the aspects of entry and retention of these students, during a period of budgetary restrictions imposed by the federal government on Brazilian universities. This study aims to investigate the factors that hinder or favor the retention of these students in higher education through the evaluation of observing indicators of institutional inclusive policies. Four university students with disabilities and two managers participated in the study, including the director of the unit and the coordinator of NAPNE. Adopting a qualitative approach, the research was developed in five phases: 1) survey of students with disabilities at the Federal Institute of Southeastern Pará; 2) contact with students and managers; 3) application of the questionnaire based on the Index of Inclusion for Higher Education (INES); 4) interviews with managers and students; and 5) analysis of the collected data. Comprising 25 indicators, the INES is characterized as an assessment tool for higher education, which allows identifying the inclusive institutional policies at the university, highlighting the observation of barriers to learning and participation, interdisciplinarity, curricular flexibility, among others. The interviews with participants helped in understanding the accessibility and inclusion policies of the institution, as well as the effectiveness of the actions promoted by NAPNE in promoting student retention. The participants portrayed an absence of policies that embrace the theme, as they evidenced gaps in the provision of services, strategies, and differentiated actions to ensure not only access but also programs dedicated to ensuring their full participation in university contexts. The research contributes to broadening the debate on the evaluation of institutional inclusive policies in higher education, highlighting the importance of more robust actions and programs that successfully accommodate the specific educational demands of all students, as pillars for building a more just, equitable, and equal society.
Descrição
Palavras-chave
Inclusão, Ensino superior, Permanência, Acessibilidade, Inclusion, Higher education, Permanence, Accessibility
Como citar
SILVA, João de Deus Leite. Políticas e práticas inclusivas: o olhar da gestão e de estudantes com deficiência de um instituto federal de educação superior do Pará. 2024. 101 f. Dissertação (Mestrado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.