Inclusão no ensino superior? percepções dos estudantes com deficiência da Universidade Federal de Campina Grande – campus Campina Grande

Abstract

This research addressed the theme of Inclusion Policies in higher education, aimed at the inclusion of students with disabilities at the Federal University of Campina Grande - UFCG. Its main objective was to analyze the implementation process of the National Policies for Inclusion and Permanence of students with disabilities at UFCG, from the perspective of students assisted by NAI. Therefore, it was necessary to identify the Institutional Policies for Inclusive Education, adopted by UFCG and analyze the perceptions of the student body with disabilities involved in the inclusion process at the University. For a better understanding, we weave the considerations about policies and conceptions from authors like Sassaki (1997), going through the history of public inclusion policies in the Brazilian educational context and making a synthesis of the legal frameworks for the inclusion of people with disabilities in higher education, so that we can discuss the historic history of UFCG, relating its actions to national policies for the inclusion of higher education.Authors such as Silva (1987), Aranha (2001), Mazzotta (2005), Burity (2011), Mendes (1994) and Januzzi (2004) were also contemplated. For this purpose, a qualitative research was carried out, with an exploratory, descriptive, documentary and bibliographic character, which presented the focus group as a data collection technique, carried out with the disabled student body and monitors. Finally, an analysis of the effectiveness of inclusive education was carried out based on the verification of data requested from the Dean of Education, through Academic Control and Coordination of Internships; studies of institutional documents, such as Resolution No. 11/2016, which created the Accessibility and Inclusion Center; in addition to identifying who they are and the perceptions of students with disabilities involved in the inclusive education process at UFCG.In addition, documents and data requested from the Accessibility and Inclusion Center were also analyzed. The analysis of the data collected in the focus group was based on Content Analysis, by Laurence Bardin, with a critical basis based on Foucault. The results of the analyzes were organized into four categories: perceptions about inclusion, accessibility, barriers and improvement actions for effective inclusion. As a result of this study, it was observed that through the NAI, UFCG has developed specific actions to assist students with disabilities. It is also understood that the institution is not structured to receive students with disabilities in the academic environment. Therefore, the studies supported as a product proposal, the creation, by the institution, of an application for IOS and Android, as a tool for monitoring and evaluating the actions of the University for access and permanence of the student body with disabilities. In view of this, it is hoped that the present study will be able to contribute to the development of the institutional inclusion policy, in order to assist in the construction of a more democratic university, physically and subjectively, as well as subsidize research or future actions related to the theme.