Trajetória escolar de pessoas com deficiência até a educação superior: análise das condições familiares e escolares
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Data
2018-12-12
Autores
Souza, Tauane Andrade de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo teve como questão de pesquisa a trajetória escolar de pessoas com deficiência e os fatores que os levaram a chegar à educação superior, considerando as relações familiares e escolares. O objetivo desta pesquisa foi compreender as particularidades da trajetória acadêmica de pessoas com deficiência que frequentaram a educação superior. A pesquisa foi realizada tendo como objeto de estudo as trajetórias escolares de pessoas com deficiência que concluíram a educação superior e dos seus respectivos familiares. A metodologia utilizada foi a história oral de vida, de modo a dar voz aos sujeitos entrevistados. Para a coleta de dados foi elaborado uma entrevista semiestruturada afim de resgatar o processo de escolarização vivenciado pelos depoentes. Participaram desta pesquisa quatro indivíduos: dois adultos com cegueira, ambos do sexo masculino; dois adultos com surdez, uma do sexo feminino e outro do sexo masculino. Para compor o estudo, também participaram os familiares dos sujeitos. Um casal se interessou em ser entrevistado junto; nas outras famílias, apenas um dos responsáveis foi entrevistado, sendo um pai e duas mães. A partir da organização dos dados foi possível compor os seguintes eixos para a análise das entrevistas dos sujeitos: Educação Básica - educação infantil, ensino fundamental, ensino médio; Educação Superior - processo seletivo, adaptações; Amigos e Influência dos familiares. Para a análise das entrevistas dos familiares os eixos foram: Educação Básica - educação infantil, ensino fundamental, ensino médio; Educação Superior. Para concluir a discussão dos dados foram agrupadas as similaridades e particularidades das respostas. Este estudo deixou evidente a importância familiar para o processo de escolarização de pessoas com deficiência, mas também elucidou o empenho do próprio sujeito visto que muitas vezes a instituição escolar deixou a desejar no processo de inclusão.
The present study had as research question the school trajectory of people with disabilities and the factors that led them to reach higher education, considering family and school relations. The objective of this research was to understand the particularities of the academic trajectory of people with disabilities who attended higher education. The research was carried out with the purpose of studying the life trajectories of people with disabilities who completed higher education and their respective families. The methodological option used was the oral history of life, in order to give voice to the interviewee. For the data collection, a semi-structured interview was elaborated in order to rescue the process of schooling experienced by the interviewees. Two adults with blindness participated, both males; two adults with deafness, one female and one male. To write the study, the interviewee' relatives also participated. A couple was interested in being interviewed together, in the other families only one of each relative was interviewed, being a father and two mothers. From the organization of the data it was possible to write the following targets for the interviewees’ analyses: Basic Education – preschool, elementary school, high school; Higher Education - selective process, adaptations; Friends and Influence of family members. For the analysis of the relative interviews the targets were. Basic Education – preschool, elementary school, high school; and Higher education. To conclude the discussion of the data, the similarities and particularities were gathered from their answers. This study made clear the family’s importance to the schooling process of people with disabilities, but also showed the commitment of the interviewees themselves, since the school institution often lacks inclusion processes.
The present study had as research question the school trajectory of people with disabilities and the factors that led them to reach higher education, considering family and school relations. The objective of this research was to understand the particularities of the academic trajectory of people with disabilities who attended higher education. The research was carried out with the purpose of studying the life trajectories of people with disabilities who completed higher education and their respective families. The methodological option used was the oral history of life, in order to give voice to the interviewee. For the data collection, a semi-structured interview was elaborated in order to rescue the process of schooling experienced by the interviewees. Two adults with blindness participated, both males; two adults with deafness, one female and one male. To write the study, the interviewee' relatives also participated. A couple was interested in being interviewed together, in the other families only one of each relative was interviewed, being a father and two mothers. From the organization of the data it was possible to write the following targets for the interviewees’ analyses: Basic Education – preschool, elementary school, high school; Higher Education - selective process, adaptations; Friends and Influence of family members. For the analysis of the relative interviews the targets were. Basic Education – preschool, elementary school, high school; and Higher education. To conclude the discussion of the data, the similarities and particularities were gathered from their answers. This study made clear the family’s importance to the schooling process of people with disabilities, but also showed the commitment of the interviewees themselves, since the school institution often lacks inclusion processes.
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Palavras-chave
Pessoas com deficiência, Trajetórias escolares, Família, People with disabilities, School trajectories, Family