The conception of teachers of the licenciatura course in physical education: on the access and permanence of persons with disabilities in higher education

Detalhes bibliográficos
Autor(a) principal: Mesquita, Bárbara Andressa Mendonça de Rocha
Data de Publicação: 2019
Outros Autores: Baptista, Tadeu João Ribeiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/35737
Resumo: This work aims to analyze the conception of Higher Education teachers regarding the access and permanence of people with disabilities in the degree course of a Physical Education college in the city of Goiânia. The approach chosen to analyze the data is qualitative, it is a descriptive cross-sectional study. For the data collection technique, a semi-structured interview was applied to two professors of the Licentiate degree in Physical Education of a public university in the city of Goiânia, who have already taught or are teaching some of the compulsory courses of the course for some academic with a disability, such as low vision and physical disability. The study emphasized the pedagogical practices of teachers in relation to inclusion. The data demonstrate that they are aware of the stereotyping of culture and the situations of prejudice that people with disabilities have suffered and still suffer in society, including in the educational context. They argue that there are few actions, both on the part of the university and the teachers, that correspond to an inclusive perspective, except for the creation of the accessibility core and some isolated pedagogical actions by the teachers. Therefore, they point out that changes in the educational culture of the university are necessary to promote the access and permanence of people with disabilities in this institution of Higher Education.
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spelling The conception of teachers of the licenciatura course in physical education: on the access and permanence of persons with disabilities in higher educationLa concepción de docentes del curso de licenciatura en educación física: sobre el acceso y permanencia de la persona con discapacidad en la enseñanza superiorA concepção de docentes do curso de educação física: sobre o acesso e permanência da pessoa com deficiência no ensino superiorHigher EducationDisabled personAccessPermanence.Enseñanza SuperiorPersona con discapacidadAccesoPermanencia.Ensino SuperiorPessoa com deficiênciaAcessoPermanência.This work aims to analyze the conception of Higher Education teachers regarding the access and permanence of people with disabilities in the degree course of a Physical Education college in the city of Goiânia. The approach chosen to analyze the data is qualitative, it is a descriptive cross-sectional study. For the data collection technique, a semi-structured interview was applied to two professors of the Licentiate degree in Physical Education of a public university in the city of Goiânia, who have already taught or are teaching some of the compulsory courses of the course for some academic with a disability, such as low vision and physical disability. The study emphasized the pedagogical practices of teachers in relation to inclusion. The data demonstrate that they are aware of the stereotyping of culture and the situations of prejudice that people with disabilities have suffered and still suffer in society, including in the educational context. They argue that there are few actions, both on the part of the university and the teachers, that correspond to an inclusive perspective, except for the creation of the accessibility core and some isolated pedagogical actions by the teachers. Therefore, they point out that changes in the educational culture of the university are necessary to promote the access and permanence of people with disabilities in this institution of Higher Education.Este trabajo tiene como objetivo general analizar la concepción de los profesores de la Enseñanza Superior con relación al acceso ya la permanencia de las personas con discapacidad en el curso de licenciatura de una facultad de Educación Física del municipio de Goiânia. El enfoque escogido para el análisis de los datos investigados es cualitativo, se trata de un estudio descriptivo de carácter transversal (TRIVIÑOS, 1987). Para la técnica de recolección de datos, se utilizó una entrevista semiestructurada aplicada a dos profesores del curso de Licenciatura en Educación Física de una universidad pública de la ciudad de Goiânia, que ya han enseñado o están enseñando alguna de las disciplinas obligatorias del curso para algún académico con discapacidad, tales como baja visión y discapacidad física. Los datos demuestran que son conscientes de los estereotipos de cultura y las situaciones de prejuicio que las personas con discapacidades han sufrido y aún sufren en la sociedad, incluso en el contexto educativo. Defenden que existen pocas acciones, tanto por parte de la universidad y de los profesores, que correspondan a una perspectiva inclusiva, exceptuando la creación del núcleo de accesibilidad y algunas acciones pedagógicas aisladas por parte de los profesores. Por lo tanto, señalan que son necesarios cambios en la cultura educativa de la universidad capaces de promover el acceso y la permanencia de las personas con discapacidad en esa institución de Enseñanza Superior.Este trabalho tem como objetivo geral analisar a concepção dos professores do Ensino Superior com relação ao acesso e à permanência das pessoas com deficiência no curso de licenciatura de uma faculdade de Educação Física do município de Goiânia. A abordagem escolhida para análise dos dados pesquisados é qualitativa, trata-se de um estudo descritivo de caráter transversal. Para a técnica de coleta de dados, foi utilizada uma entrevista semiestruturada aplicada a dois professores do curso de Licenciatura em Educação Física de uma universidade pública da cidade de Goiânia, que já lecionaram ou estejam lecionando alguma das disciplinas obrigatórias do curso para algum acadêmico com deficiência. O estudo demonstra que esses professores possuem consciência sobre a formação de estereótipos pela cultura e as situações de preconceito que as pessoas com deficiência sofreram e ainda sofrem na sociedade, inclusive no contexto educacional. Defendem que existem poucas ações, tanto por parte da universidade quanto dos professores, que correspondam a uma perspectiva inclusiva, excetuando-se a criação do núcleo de acessibilidade e algumas ações pedagógicas isoladas por parte dos professores. Portanto, apontam que são necessárias mudanças na cultura educacional da universidade capazes de promover o acesso e a permanência das pessoas com deficiência nessa instituição de Ensino Superior.Universidade Federal de Santa Maria2019-09-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3573710.5902/1984686X35737Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e84/ 1-23Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e84/ 1-23Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e84/ 1-231984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/35737/35737http://periodicos.ufsm.br/educacaoespecial/article/view/35737/htmlCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessMesquita, Bárbara Andressa Mendonça de RochaBaptista, Tadeu João Ribeiro2020-11-12T14:57:32Zoai:ojs.pkp.sfu.ca:article/35737Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-11-12T14:57:32Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv The conception of teachers of the licenciatura course in physical education: on the access and permanence of persons with disabilities in higher education
La concepción de docentes del curso de licenciatura en educación física: sobre el acceso y permanencia de la persona con discapacidad en la enseñanza superior
A concepção de docentes do curso de educação física: sobre o acesso e permanência da pessoa com deficiência no ensino superior
title The conception of teachers of the licenciatura course in physical education: on the access and permanence of persons with disabilities in higher education
spellingShingle The conception of teachers of the licenciatura course in physical education: on the access and permanence of persons with disabilities in higher education
Mesquita, Bárbara Andressa Mendonça de Rocha
Higher Education
Disabled person
Access
Permanence.
Enseñanza Superior
Persona con discapacidad
Acceso
Permanencia.
Ensino Superior
Pessoa com deficiência
Acesso
Permanência.
title_short The conception of teachers of the licenciatura course in physical education: on the access and permanence of persons with disabilities in higher education
title_full The conception of teachers of the licenciatura course in physical education: on the access and permanence of persons with disabilities in higher education
title_fullStr The conception of teachers of the licenciatura course in physical education: on the access and permanence of persons with disabilities in higher education
title_full_unstemmed The conception of teachers of the licenciatura course in physical education: on the access and permanence of persons with disabilities in higher education
title_sort The conception of teachers of the licenciatura course in physical education: on the access and permanence of persons with disabilities in higher education
author Mesquita, Bárbara Andressa Mendonça de Rocha
author_facet Mesquita, Bárbara Andressa Mendonça de Rocha
Baptista, Tadeu João Ribeiro
author_role author
author2 Baptista, Tadeu João Ribeiro
author2_role author
dc.contributor.author.fl_str_mv Mesquita, Bárbara Andressa Mendonça de Rocha
Baptista, Tadeu João Ribeiro
dc.subject.por.fl_str_mv Higher Education
Disabled person
Access
Permanence.
Enseñanza Superior
Persona con discapacidad
Acceso
Permanencia.
Ensino Superior
Pessoa com deficiência
Acesso
Permanência.
topic Higher Education
Disabled person
Access
Permanence.
Enseñanza Superior
Persona con discapacidad
Acceso
Permanencia.
Ensino Superior
Pessoa com deficiência
Acesso
Permanência.
description This work aims to analyze the conception of Higher Education teachers regarding the access and permanence of people with disabilities in the degree course of a Physical Education college in the city of Goiânia. The approach chosen to analyze the data is qualitative, it is a descriptive cross-sectional study. For the data collection technique, a semi-structured interview was applied to two professors of the Licentiate degree in Physical Education of a public university in the city of Goiânia, who have already taught or are teaching some of the compulsory courses of the course for some academic with a disability, such as low vision and physical disability. The study emphasized the pedagogical practices of teachers in relation to inclusion. The data demonstrate that they are aware of the stereotyping of culture and the situations of prejudice that people with disabilities have suffered and still suffer in society, including in the educational context. They argue that there are few actions, both on the part of the university and the teachers, that correspond to an inclusive perspective, except for the creation of the accessibility core and some isolated pedagogical actions by the teachers. Therefore, they point out that changes in the educational culture of the university are necessary to promote the access and permanence of people with disabilities in this institution of Higher Education.
publishDate 2019
dc.date.none.fl_str_mv 2019-09-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/35737
10.5902/1984686X35737
url http://periodicos.ufsm.br/educacaoespecial/article/view/35737
identifier_str_mv 10.5902/1984686X35737
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/35737/35737
http://periodicos.ufsm.br/educacaoespecial/article/view/35737/html
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e84/ 1-23
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e84/ 1-23
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e84/ 1-23
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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