Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota system
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/94 |
Resumo: | This work intends to present the results of research done in the State University of Rio Grande do Sul, where he sought to analyze the academic trajectory of students with disabilities, who joined the system of quotas in the period from 2002 to 2005. This study aimed at understanding the process of implementation of quotas from affirmative action in higher education, as a possible contribution to the inclusion of students with disabilities at the University. The methodological approach was kind of qualitative and instruments used. In addition to students with disabilities, this study was to subject some managers who were involved with the subject at the University. The study was developed from the identification and characterization of pupils who joined the university by quota systems, followed by research and analysis of the trajectories of students with disabilities, for access and during the course. We interviewed 16 students with physical disabilities, hearing and vision, and ten managers of the University. The deployment of the system of quotas for students with disabilities, this is a University as a political action and democratization of access to higher education and is in line with the Constitutional principles, guaranteeing the rights of Persons with Disabilities. This, however, has not been enough to ensure the permanence of such students at the University. The results show the occurrence of difficulties which are concentrated in the process of teaching and learning need specific actions, directed to that portion of the population academic. |
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Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota systemInclusão no ensino superior: trajetórias acadêmicas dos alunos com deficiência que entraram na Universidade Estadual do Rio Grande do Sul pelo sistema de cotasPolicies of Affirmative ActionSpecial EducationInclusion and Higher Education.This work intends to present the results of research done in the State University of Rio Grande do Sul, where he sought to analyze the academic trajectory of students with disabilities, who joined the system of quotas in the period from 2002 to 2005. This study aimed at understanding the process of implementation of quotas from affirmative action in higher education, as a possible contribution to the inclusion of students with disabilities at the University. The methodological approach was kind of qualitative and instruments used. In addition to students with disabilities, this study was to subject some managers who were involved with the subject at the University. The study was developed from the identification and characterization of pupils who joined the university by quota systems, followed by research and analysis of the trajectories of students with disabilities, for access and during the course. We interviewed 16 students with physical disabilities, hearing and vision, and ten managers of the University. The deployment of the system of quotas for students with disabilities, this is a University as a political action and democratization of access to higher education and is in line with the Constitutional principles, guaranteeing the rights of Persons with Disabilities. This, however, has not been enough to ensure the permanence of such students at the University. The results show the occurrence of difficulties which are concentrated in the process of teaching and learning need specific actions, directed to that portion of the population academic.O presente trabalho tem a intenção de apresentar os resultados de pesquisa realizada na Universidade Estadual do Rio Grande do Sul, onde se buscou analisar a trajetória acadêmica dos alunos com deficiência, que ingressaram pelo sistema de cotas, no período de 2002 a 2005. O objetivo deste estudo foi compreender o processo de implantação de cotas provenientes das ações afirmativas, no Ensino Superior, como possível contribuição para a inclusão do aluno com deficiência na Universidade. A abordagem metodológica foi do tipo qualitativo e os instrumentos utilizados. Além dos alunos com deficiência, este estudo teve como sujeitos alguns gestores que estiveram envolvidos com a temática na Universidade. O estudo desenvolveu-se a partir da identificação e caracterização dos alunos que ingressaram na universidade pelo sistema de cotas, seguidas pela investigação e análise das trajetórias dos alunos com deficiências, durante o acesso e no decorrer do curso. Foram entrevistados 16 alunos com deficiência física, auditiva e visual, e dez gestores da Universidade. A implantação do sistema de cotas, para alunos com deficiência, nessa Universidade se constitui em uma ação política de acesso e democratização do Ensino Superior e está em consonância com os princípios Constitucionais, na garantia dos direitos das Pessoas com Deficiências. Isso, no entanto, não tem sido o suficiente, para assegurar a permanência desses alunos na Universidade. Os resultados evidenciam a ocorrência de dificuldades que se concentram no processo de ensino aprendizagem e a necessidade ações específicas, voltadas para essa parcela da população acadêmica.Palavras-chave: Políticas de Ações Afirmativas. Educação Especial. Inclusão e Ensino Superior.Universidade Federal de Santa Maria2008-12-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/94Special Education Magazine; Revista Educação Especial, v. 21, n. 32, 2008; 163-174Revista de Educación Especial; Revista Educação Especial, v. 21, n. 32, 2008; 163-174Revista Educação Especial; Revista Educação Especial, v. 21, n. 32, 2008; 163-1741984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/94/pdfPereira, Marilú Mourãoinfo:eu-repo/semantics/openAccess2016-05-09T14:21:10Zoai:ojs.pkp.sfu.ca:article/94Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-05-09T14:21:10Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota system Inclusão no ensino superior: trajetórias acadêmicas dos alunos com deficiência que entraram na Universidade Estadual do Rio Grande do Sul pelo sistema de cotas |
title |
Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota system |
spellingShingle |
Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota system Pereira, Marilú Mourão Policies of Affirmative Action Special Education Inclusion and Higher Education. |
title_short |
Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota system |
title_full |
Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota system |
title_fullStr |
Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota system |
title_full_unstemmed |
Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota system |
title_sort |
Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota system |
author |
Pereira, Marilú Mourão |
author_facet |
Pereira, Marilú Mourão |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pereira, Marilú Mourão |
dc.subject.por.fl_str_mv |
Policies of Affirmative Action Special Education Inclusion and Higher Education. |
topic |
Policies of Affirmative Action Special Education Inclusion and Higher Education. |
description |
This work intends to present the results of research done in the State University of Rio Grande do Sul, where he sought to analyze the academic trajectory of students with disabilities, who joined the system of quotas in the period from 2002 to 2005. This study aimed at understanding the process of implementation of quotas from affirmative action in higher education, as a possible contribution to the inclusion of students with disabilities at the University. The methodological approach was kind of qualitative and instruments used. In addition to students with disabilities, this study was to subject some managers who were involved with the subject at the University. The study was developed from the identification and characterization of pupils who joined the university by quota systems, followed by research and analysis of the trajectories of students with disabilities, for access and during the course. We interviewed 16 students with physical disabilities, hearing and vision, and ten managers of the University. The deployment of the system of quotas for students with disabilities, this is a University as a political action and democratization of access to higher education and is in line with the Constitutional principles, guaranteeing the rights of Persons with Disabilities. This, however, has not been enough to ensure the permanence of such students at the University. The results show the occurrence of difficulties which are concentrated in the process of teaching and learning need specific actions, directed to that portion of the population academic. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-12-26 |
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/94 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/94 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/94/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
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. 21, n. 32, 2008; 163-174 Revista de Educación Especial; Revista Educação Especial, v. 21, n. 32, 2008; 163-174 Revista Educação Especial; Revista Educação Especial, v. 21, n. 32, 2008; 163-174 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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