Visão docente e de alunos com deficiência sobre a inclusão na educação superior
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Data
2018-01-31
Autores
Fachinetti, Tamiris Aparecida [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com a criação de novas instituições e cursos de nível superior, bem como, a implementação de programas do governo que permitem o acesso à Educação Superior embora aquém da demanda, o aumento no número de ingressantes aos cursos de graduação de forma geral tornou-se significativo. Dados oficiais mostram que mesmo com um salto de matrículas no país, a participação de alunos com deficiência ainda é mínima, porque a evolução das matrículas desse público nos últimos anos não acompanha a evolução das matrículas dos demais alunos. Tendo em vista os diversos mecanismos legais criados para garantir não só o caráter democrático da sociedade, mas a igualdade de direitos e o papel primordial da educação para efetivação do movimento de inclusão, esse estudo teve como objetivo compreender por meio da visão docente e dos alunos com deficiência a inclusão educacional na Faculdade de Ciências e Letras da Universidade Estadual Paulista – (FCL) –, UNESP- Araraquara. O estudo teve como participantes seis alunos, além de quarenta e cinco docentes da instituição. Com vistas a alcançar os objetivos propostos no estudo foram utilizados dois instrumentos para a coleta de dados, uma entrevista semiestruturada com os alunos e um questionário online com os docentes. Os resultados sugerem que a instituição não possui uma cultura efetiva de acessibilidade, porque algumas barreiras foram evidenciadas, como a falta de identificação nos documentos institucionais do tipo real de deficiência que o aluno possui; ações de suporte que a instituição demora a oferecer e/ou oferece por meios diferentes do que foi solicitado pelos alunos e a acessibilidade arquitetônica do campus que não é suficiente para que todos os alunos tenham autonomia. No entanto, verifica-se que a FCL tem avançado no processo de inclusão de alunos com deficiência, porque existem algumas ações por parte da instituição que caminham para uma universidade inclusiva como, por exemplo, a existência do Laboratório de Acessibilidade e Desenvolvimento (LAD), os pisos táteis e placas em Braille nas dependências da instituição. Os resultados ainda revelam que 69,8% dos docentes participantes consideram que não estão preparados para atuar com os alunos com deficiência, e que estes se sentem incluídos na universidade por seus pares e quase que completamente pelos docentes. Enfim é possível constatar avanços e limites no processo de inclusão da FCL.
With the creation of new higher education institutions and undergraduate courses, as well as the implementation of the government's programs that ease access to Higher Education although falling short of demand, the increase in the number of students entering undergraduate courses in general has become significant. Official data show that even with a jump in enrollments in the country the participation of students with disabilities is still minimal, since the evolution of enrollments of this public in recent years does not follow the evolution of enrollments of other students. Considering the several legal mechanisms created to guarantee not only the democratic character of society, but also the equality of rights and the primordial role of education in establishing the inclusion movement, this study aimed to understand through the vision of professors and students with disabilities the educational inclusion in the Faculty of Sciences and Letters of UNESP-Araraquara. The study had as participants six students, in addition to forty five professors of the institution. In order to reach the proposed objectives in the study, two instruments were used to collect data, a semi-structured interview with the students and an online questionnaire with the professors. The results suggest that the institution does not have an effective culture of accessibility, because some barriers were evidenced, such as the lack of identification in the institutional documents of the real type of deficiency that the student possesses; support actions that the institution takes too long to offer and / or offers through different means than what was requested by the students and the architectural accessibility of the campus that is not sufficient for all students to have autonomy. However, it is verified that FCL has advanced in the process of inclusion of students with disabilities, as there are some actions by the institution towards an inclusive university, such as the existence of the Accessibility and Development Laboratory (LAD), the tactile floors and plaques in Braille in the premises of the institution. The results still show that 69.8% of the participating professors consider that they are not prepared to work with students with disabilities, and that students with disabilities feel included in the university by their peers and almost completely by the teachers. Finally, it is possible to observe advances and limits in the process of inclusion of FCL.
With the creation of new higher education institutions and undergraduate courses, as well as the implementation of the government's programs that ease access to Higher Education although falling short of demand, the increase in the number of students entering undergraduate courses in general has become significant. Official data show that even with a jump in enrollments in the country the participation of students with disabilities is still minimal, since the evolution of enrollments of this public in recent years does not follow the evolution of enrollments of other students. Considering the several legal mechanisms created to guarantee not only the democratic character of society, but also the equality of rights and the primordial role of education in establishing the inclusion movement, this study aimed to understand through the vision of professors and students with disabilities the educational inclusion in the Faculty of Sciences and Letters of UNESP-Araraquara. The study had as participants six students, in addition to forty five professors of the institution. In order to reach the proposed objectives in the study, two instruments were used to collect data, a semi-structured interview with the students and an online questionnaire with the professors. The results suggest that the institution does not have an effective culture of accessibility, because some barriers were evidenced, such as the lack of identification in the institutional documents of the real type of deficiency that the student possesses; support actions that the institution takes too long to offer and / or offers through different means than what was requested by the students and the architectural accessibility of the campus that is not sufficient for all students to have autonomy. However, it is verified that FCL has advanced in the process of inclusion of students with disabilities, as there are some actions by the institution towards an inclusive university, such as the existence of the Accessibility and Development Laboratory (LAD), the tactile floors and plaques in Braille in the premises of the institution. The results still show that 69.8% of the participating professors consider that they are not prepared to work with students with disabilities, and that students with disabilities feel included in the university by their peers and almost completely by the teachers. Finally, it is possible to observe advances and limits in the process of inclusion of FCL.
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Palavras-chave
Inclusão Educacional, Educação Superior, Alunos com deficiência, Docentes, Educational Inclusion, Higher Education, Students With Disabilities, Teachers