Entre sons e silêncios: a orquestração da acessibilidade na educação superior

• Autor(a) principal: Lima, André Henrique de
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/13595; https://www.idea.ufscar.br/producoes/tccs
• topic: Educação especial; Pessoas com deficiências; Currículo; Cooperação; Formação profissional; Special education; People with disabilities; Curriculum; Cooperation; Professional training; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

Democratic Management in Public Institutions of Higher Education (PIHE), in addition to resource management, provides for the interrelation of pedagogical management, access to the curriculum, spaces, conducts and cultural interactions. However, IPES has traditionally tended to subdivide and fragment their actions, distancing themselves from the perspective of accessibility, which encourages the cooperative interrelation of concrete and achievable elements and practices. Thus, the The present research aimed to identify, describe and analyze elements that (make up) the management democracy in the process of curriculum differentiation and accessibility in Education courses Superior of an PIHE in the state of São Paulo. This is a field study, with the participation of students with and without disabilities, teachers and managers and, based on institutional documents and legislation, is configured as a documentary study. The data were collected through interviews and observation, in addition to identification and systematization of documents. Therefore, it is a qualitative research and approached in the light of the analysis of content. The results of the study indicated the (de) construction of conceptions about disabilities and vocational training, as well as the identification of practical possibilities and positive attitudes. In addition, the elements identified and cooperatively discussed together with institutional managers, managers of undergraduate courses, teachers and students with and without disabilities, subsidized the legal recognition and institutionalization of the Curricular Differentiation and Accessibility (DAC) in the studied IPES. The present research suggests that the developments that DAC will make possible for Brazilian Higher Education should be carefully analyzed, from their planning to the transition of university students with deficiencies in the labor market, involving micro, meso, exo, chrono and macrocontext.