Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional

Detalhes bibliográficos
Autor(a) principal: Nogueira, Lilian de Fatima Zanoni
Data de Publicação: 2019
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFSCAR
Texto Completo: https://repositorio.ufscar.br/handle/ufscar/12019
Resumo: Formal education for young people and adults includes their participation in higher education and is a key part of preparing them for the world of work and for facilitating social participation. This thesis investigated school life trajectories of students with disabilities and their experience in higher education. The research on a specific institution, and dialogue with other occupational therapists working in the area, made it possible to recognize facilitators and impediments found in the life paths of students with disabilities. The qualitative, descriptive and exploratory study was developed from interviews with ten students with disabilities from a community education institution, and five interviews with occupational therapists coordinating inclusion programs in Brazilian universities. Content analysis guided the understanding of the interviews. Students' stories, show positive and significant changes in the everyday lives of those who experience higher education, providing careers and experiences that reflect in greater autonomy and independence. The experience of disability is singular, linked with the support people have received throughout their lives and their understanding of disability. Some students have shown they understand disability as an individual process to which they must adapt or be supported by their needs. This fact overloads the student with the need for self-overcoming, and difficult to establish social co-responsibility discussions between the space in the programs and inclusive living of students with disabilities. Both programs and professionals prioritize individual actions indicating that it is necessary to expand collective interventions in the context. Individual interventions and actions such as study support, improved teacher-student communication support, diverse evaluation methods that enhance skills, should be part of the process, but should not be unique with respect to inclusion program. It is considered that occupational therapists, as part of an inclusion program in higher education teams, can and should intervene in institutional dynamics assuming a technical, ethical, aesthetic and political commitment. The intervention should be directly linked in institutional dynamics and support students in their lifestyles, reducing the invisibility of people with disabilities in the educational space and promote their participation in the decision-making processes about the program's institutions. In addition, professional action should also favor collective actions, which include beyond the physical spaces, the communication and the relations between teachers, students, and employees. The care in the educational space should not be confused with a clinical space, and should be directed to incorporate the educational project the need to identify and overcome the suffering of individuals, anticipating the meeting, interaction, collaboration, recognition of singularities and potentialities of each person, which should objectify the happiness of the subjects and the collectives. Recognition of interdependence can be a guideline for the practice of actions that are often focused only on students with disabilities. As the debate on interdependence becomes part of the academic context, the recognition of care / respect for singular actions in relation to each other is facilitated with positive reflexes for all.
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spelling Nogueira, Lilian de Fatima ZanoniOliver, Fátima Corrêahttp://lattes.cnpq.br/1370450030646953http://lattes.cnpq.br/973952418172835859edcf10-a04c-4fca-ba8d-775b78ebe7ad2019-11-13T13:15:34Z2019-11-13T13:15:34Z2019-08-29NOGUEIRA, Lilian de Fatima Zanoni. Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional. 2019. Tese (Doutorado em Terapia Ocupacional) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12019.https://repositorio.ufscar.br/handle/ufscar/12019Formal education for young people and adults includes their participation in higher education and is a key part of preparing them for the world of work and for facilitating social participation. This thesis investigated school life trajectories of students with disabilities and their experience in higher education. The research on a specific institution, and dialogue with other occupational therapists working in the area, made it possible to recognize facilitators and impediments found in the life paths of students with disabilities. The qualitative, descriptive and exploratory study was developed from interviews with ten students with disabilities from a community education institution, and five interviews with occupational therapists coordinating inclusion programs in Brazilian universities. Content analysis guided the understanding of the interviews. Students' stories, show positive and significant changes in the everyday lives of those who experience higher education, providing careers and experiences that reflect in greater autonomy and independence. The experience of disability is singular, linked with the support people have received throughout their lives and their understanding of disability. Some students have shown they understand disability as an individual process to which they must adapt or be supported by their needs. This fact overloads the student with the need for self-overcoming, and difficult to establish social co-responsibility discussions between the space in the programs and inclusive living of students with disabilities. Both programs and professionals prioritize individual actions indicating that it is necessary to expand collective interventions in the context. Individual interventions and actions such as study support, improved teacher-student communication support, diverse evaluation methods that enhance skills, should be part of the process, but should not be unique with respect to inclusion program. It is considered that occupational therapists, as part of an inclusion program in higher education teams, can and should intervene in institutional dynamics assuming a technical, ethical, aesthetic and political commitment. The intervention should be directly linked in institutional dynamics and support students in their lifestyles, reducing the invisibility of people with disabilities in the educational space and promote their participation in the decision-making processes about the program's institutions. In addition, professional action should also favor collective actions, which include beyond the physical spaces, the communication and the relations between teachers, students, and employees. The care in the educational space should not be confused with a clinical space, and should be directed to incorporate the educational project the need to identify and overcome the suffering of individuals, anticipating the meeting, interaction, collaboration, recognition of singularities and potentialities of each person, which should objectify the happiness of the subjects and the collectives. Recognition of interdependence can be a guideline for the practice of actions that are often focused only on students with disabilities. As the debate on interdependence becomes part of the academic context, the recognition of care / respect for singular actions in relation to each other is facilitated with positive reflexes for all.A educação formal de jovens e adultos inclui a sua participação no ensino superior e é parte fundamental nos processos de preparação para o mundo do trabalho e para oportunizar a participação social. Esta tese investigou trajetórias de vida escolar de estudantes com deficiência e sua vivência no ensino superior. A pesquisa sobre uma instituição específica e o diálogo com outras profissionais terapeutas ocupacionais que atuam na área, possibilitou reconhecer facilitadores e impeditivos encontrados nos percursos de vida de estudantes com deficiências. O estudo de natureza qualitativa, descritivo e exploratório foi desenvolvido a partir de entrevistas com dez alunos com deficiência de uma instituição comunitária de ensino, além de cinco entrevistas com terapeutas ocupacionais coordenadoras de programas de inclusão em universidades brasileiras. Essas entrevistas foram analisadas utilizando análise de conteúdo. Nas histórias dos estudantes observaram-se modificações positivas e significativas no cotidiano daqueles que vivenciam o ensino superior oportunizando carreiras e vivências que refletem em autonomia e independência. O processo da vivência da deficiência faz parte de uma construção singular, que tem relação com o apoio que as pessoas receberam ao longo da vida e com a sua compreensão sobre deficiência. Os estudantes participantes dessa pesquisa, por vezes, demonstraram entender a deficiência como processo unilateral ao qual a pessoa com deficiência deve adaptar-se ou, quando muito, receberiam apoio para isso. Tal fato sobrecarrega o estudante com a necessidade de auto superação, que impede que as discussões de corresponsabilização social tomem o seu devido espaço na vivência inclusiva dos estudantes com deficiência. Tanto programas como profissionais priorizam ações focalizadas indicando ser necessário ampliar as ações coletivas, que dizem respeito àquelas que estão direcionadas a todos os estudantes de uma IES que, associadas, podem transformar a realidade acadêmica. As ações focalizadas como apoio em estudos, melhora de suporte comunicacional entre professor e aluno, oferecimento de avaliações diversificadas, que potencializam as habilidades, devem ser parte do processo, mas não devem ser exclusivas de um programa de inclusão em IES. O terapeuta ocupacional, em sua intervenção no ensino superior, assume um compromisso técnico, ético, estético e político. Pode intervir diretamente em dinâmicas institucionais e apoiar estudantes em seus modos de vida, diminuindo a invisibilidade da pessoa com deficiência no espaço educacional e fortalecendo sua participação direta nos processos de decisão em seu percurso acadêmico. A ação profissional deve favorecer ainda ações voltadas ao coletivo que incluem, para além dos ajustes nos espaços arquitetônicos, as relações entre docentes, estudantes e funcionários. O cuidado no espaço educacional não deve confundir-se com um espaço de clínica e deve estar voltado para incorporar ao projeto educativo a necessidade de identificação e de superação do sofrimento dos indivíduos, prevendo o encontro, o convívio, a colaboração, o reconhecimento das singularidades e potencialidades de cada pessoa, que devem objetivar a felicidade dos sujeitos e dos coletivos. O reconhecimento da interdependência pode ser diretriz para a prática das ações que, frequentemente, encontram-se focalizadas apenas no estudante com deficiência. Na medida em que o debate sobre a interdependência torna-se parte do contexto acadêmico o reconhecimento do cuidado/respeito às ações singulares em relação ao outro ficam mais facilitados com reflexos positivos para todos.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Terapia Ocupacional - PPGTOUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessTerapia ocupacionalDeficiênciaPessoa com deficiênciaEnsino superiorHistória oralDireito socialOccupational therapyDeficiencyPerson with disabilitiesHigher educationOral historySocial lawCIENCIAS DA SAUDE::FISIOTERAPIA E TERAPIA OCUPACIONALEducação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacionalHigher education and inclusion: the personal journey of university students with disabilities and intervention of occupational therapyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6006003c261e37-1cfd-4df2-87f4-b7a08808372areponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTESE LILIAN Z. 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dc.title.por.fl_str_mv Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional
dc.title.alternative.eng.fl_str_mv Higher education and inclusion: the personal journey of university students with disabilities and intervention of occupational therapy
title Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional
spellingShingle Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional
Nogueira, Lilian de Fatima Zanoni
Terapia ocupacional
Deficiência
Pessoa com deficiência
Ensino superior
História oral
Direito social
Occupational therapy
Deficiency
Person with disabilities
Higher education
Oral history
Social law
CIENCIAS DA SAUDE::FISIOTERAPIA E TERAPIA OCUPACIONAL
title_short Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional
title_full Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional
title_fullStr Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional
title_full_unstemmed Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional
title_sort Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional
author Nogueira, Lilian de Fatima Zanoni
author_facet Nogueira, Lilian de Fatima Zanoni
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/9739524181728358
dc.contributor.author.fl_str_mv Nogueira, Lilian de Fatima Zanoni
dc.contributor.advisor1.fl_str_mv Oliver, Fátima Corrêa
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/1370450030646953
dc.contributor.authorID.fl_str_mv 59edcf10-a04c-4fca-ba8d-775b78ebe7ad
contributor_str_mv Oliver, Fátima Corrêa
dc.subject.por.fl_str_mv Terapia ocupacional
Deficiência
Pessoa com deficiência
Ensino superior
História oral
Direito social
topic Terapia ocupacional
Deficiência
Pessoa com deficiência
Ensino superior
História oral
Direito social
Occupational therapy
Deficiency
Person with disabilities
Higher education
Oral history
Social law
CIENCIAS DA SAUDE::FISIOTERAPIA E TERAPIA OCUPACIONAL
dc.subject.eng.fl_str_mv Occupational therapy
Deficiency
Person with disabilities
Higher education
Oral history
Social law
dc.subject.cnpq.fl_str_mv CIENCIAS DA SAUDE::FISIOTERAPIA E TERAPIA OCUPACIONAL
description Formal education for young people and adults includes their participation in higher education and is a key part of preparing them for the world of work and for facilitating social participation. This thesis investigated school life trajectories of students with disabilities and their experience in higher education. The research on a specific institution, and dialogue with other occupational therapists working in the area, made it possible to recognize facilitators and impediments found in the life paths of students with disabilities. The qualitative, descriptive and exploratory study was developed from interviews with ten students with disabilities from a community education institution, and five interviews with occupational therapists coordinating inclusion programs in Brazilian universities. Content analysis guided the understanding of the interviews. Students' stories, show positive and significant changes in the everyday lives of those who experience higher education, providing careers and experiences that reflect in greater autonomy and independence. The experience of disability is singular, linked with the support people have received throughout their lives and their understanding of disability. Some students have shown they understand disability as an individual process to which they must adapt or be supported by their needs. This fact overloads the student with the need for self-overcoming, and difficult to establish social co-responsibility discussions between the space in the programs and inclusive living of students with disabilities. Both programs and professionals prioritize individual actions indicating that it is necessary to expand collective interventions in the context. Individual interventions and actions such as study support, improved teacher-student communication support, diverse evaluation methods that enhance skills, should be part of the process, but should not be unique with respect to inclusion program. It is considered that occupational therapists, as part of an inclusion program in higher education teams, can and should intervene in institutional dynamics assuming a technical, ethical, aesthetic and political commitment. The intervention should be directly linked in institutional dynamics and support students in their lifestyles, reducing the invisibility of people with disabilities in the educational space and promote their participation in the decision-making processes about the program's institutions. In addition, professional action should also favor collective actions, which include beyond the physical spaces, the communication and the relations between teachers, students, and employees. The care in the educational space should not be confused with a clinical space, and should be directed to incorporate the educational project the need to identify and overcome the suffering of individuals, anticipating the meeting, interaction, collaboration, recognition of singularities and potentialities of each person, which should objectify the happiness of the subjects and the collectives. Recognition of interdependence can be a guideline for the practice of actions that are often focused only on students with disabilities. As the debate on interdependence becomes part of the academic context, the recognition of care / respect for singular actions in relation to each other is facilitated with positive reflexes for all.
publishDate 2019
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dc.date.available.fl_str_mv 2019-11-13T13:15:34Z
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dc.identifier.citation.fl_str_mv NOGUEIRA, Lilian de Fatima Zanoni. Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional. 2019. Tese (Doutorado em Terapia Ocupacional) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12019.
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identifier_str_mv NOGUEIRA, Lilian de Fatima Zanoni. Educação superior e inclusão: trajetórias de estudantes universitários com deficiência e a intervenção da terapia ocupacional. 2019. Tese (Doutorado em Terapia Ocupacional) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12019.
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