Inclusão e educação tecnológica em foco: percepções de uma aluna com deficiência visual, de seus professores e de seus colegas
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Data
2017-03-08
Autores
Shimite, Amabriane da Silva Oliveira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A formação profissional da pessoa com deficiência é uma temática ainda pouco abordada no contexto da Educação Especial, configurando um cenário de desafios a serem transpostos. Objetivou-se na presente pesquisa, descrever a formação profissional de uma aluna com deficiência visual em um curso de Tecnologia em Alimentos, a partir da percepção da própria aluna, dos 22 professores do curso e dos 29 alunos de sua sala de aula. Fez-se uso da modalidade de pesquisa Estudo de Caso, sendo a coleta dos dados realizada em uma Faculdade de Tecnologia do Centro Estadual de Educação Tecnológica do Estado de São Paulo. Como instrumentos de coleta foram utilizados três questionários compostos por perguntas abertas a cada grupo de participante da pesquisa. Os dados foram analisados por meio da Análise de Conteúdo, organizados em temas e tópicos temáticos. Os temas abordados com a aluna foram a Trajetória de vida, Descrição do percurso no ensino superior e Expectativas de acesso ao mercado de trabalho. Para os professores os temas abordados foram a Relação com o aluno com deficiência, a Avaliação do aprendizado, Ensino e Expectativas de acesso ao mercado de trabalho. Para os colegas de sala os temas abordados foram a Relação com o aluno com deficiência, a Avaliação do Aprendizado, as Atitudes em relação à inclusão e Expectativas de acesso ao mercado de trabalho. Os resultados revelaram que a aluna com deficiência descreveu dificuldades no ingresso e durante o curso, com destaque para o acesso ao conteúdo teórico, participação em aulas práticas, na avaliação das disciplinas e algumas relativas ao relacionamento interpessoal. Os professores referiram aspectos positivos da presença da aluna, disponibilidade em atuar com esse alunado, mas relataram dificuldades quanto à Educação inclusiva, estratégias pedagógicas e efetivação do processo educacional da aluna. Na percepção dos alunos da mesma sala de aula foi ressaltado o empenho da aluna no seu processo educacional. De maneira geral, foram apontadas dificuldades na convivência com a aluna com deficiência visual quanto ao estigma da deficiência, de barreiras estruturais, pedagógicas, atitudinais e de sua própria história de vida. Nesse sentido, destaca-se a necessidade de pesquisas que abordem o processo inclusivo com vistas à elaboração de materiais adaptados, estabelecimento de um trabalho colaborativo entre os professores e o aluno com deficiência, que favoreçam a exploração das potencialidades do aluno com deficiência visual.
The professional formation of people with disabilities is a theme that is still not very approached in the area of Special Education, which is a challenging scenario to be overcome. In this study, we aimed at describing the professional formation of a visually impaired student who is taking a course in Food Technology, based on the student’s own perception, as well as the perceptions of the 22 teachers and the 29 students in class. This is a case study, and the data collection was performed in a Technology College located in Centro Estadual de Educação Tecnológica do Estado de São Paulo, in Brazil, state of São Paulo. Three questionnaires with open-ended questions were applied to each group as a data collection instrument. The data were analyzed by means of the content analysis, organized in themes and topics. The themes regarding the visually impaired student were Life Trajectory, Route Description and Labor market access expectancy. For the teachers, the approached themes were The relation with students with disabilities, Learning Assessment, Teaching and labor Market access expectancy. For the other students, the approached themes were The relation with students with disabilities, Learning Assessment, Attitudes regarding inclusion and Labor market access expectancy. The results showed that the visually impaired student described difficulties entenring and during the course, with focus on the access to the historical content, participation in practical classes, evaluating courses and interpersonal relationship. The teachers presented positive aspects about the student’s presence, as well as availability in working with such students, but reported difficulties regarding Inclusive Education, pedagogical strategies and realization of the student’s educational process. The perceptions of the students in the same class supported the emphasis on Sara’s effort and her educational process. In general, conviviality difficulties with the visually impaired student, with respect to the stigma of the disability, strucutral, pedagogical and attitudinal barriers, as well as barriers regarding her own life trajectory, were reported. Therefore, we highlight the necessity for studies regarding the inclusive process, aiming at the development of adapted materials, establishment of a collaborative work envolving teachers and students with disabilities, which allow the exploration of visually impaired students’ potentialities.
The professional formation of people with disabilities is a theme that is still not very approached in the area of Special Education, which is a challenging scenario to be overcome. In this study, we aimed at describing the professional formation of a visually impaired student who is taking a course in Food Technology, based on the student’s own perception, as well as the perceptions of the 22 teachers and the 29 students in class. This is a case study, and the data collection was performed in a Technology College located in Centro Estadual de Educação Tecnológica do Estado de São Paulo, in Brazil, state of São Paulo. Three questionnaires with open-ended questions were applied to each group as a data collection instrument. The data were analyzed by means of the content analysis, organized in themes and topics. The themes regarding the visually impaired student were Life Trajectory, Route Description and Labor market access expectancy. For the teachers, the approached themes were The relation with students with disabilities, Learning Assessment, Teaching and labor Market access expectancy. For the other students, the approached themes were The relation with students with disabilities, Learning Assessment, Attitudes regarding inclusion and Labor market access expectancy. The results showed that the visually impaired student described difficulties entenring and during the course, with focus on the access to the historical content, participation in practical classes, evaluating courses and interpersonal relationship. The teachers presented positive aspects about the student’s presence, as well as availability in working with such students, but reported difficulties regarding Inclusive Education, pedagogical strategies and realization of the student’s educational process. The perceptions of the students in the same class supported the emphasis on Sara’s effort and her educational process. In general, conviviality difficulties with the visually impaired student, with respect to the stigma of the disability, strucutral, pedagogical and attitudinal barriers, as well as barriers regarding her own life trajectory, were reported. Therefore, we highlight the necessity for studies regarding the inclusive process, aiming at the development of adapted materials, establishment of a collaborative work envolving teachers and students with disabilities, which allow the exploration of visually impaired students’ potentialities.
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Palavras-chave
Ensino superior, Formação profissional, Educação especial, Educação inclusiva, Deficiência visual