Vozes dos Rios da Amazônia: história de vida de estudantes no Ensino Superior com deficiência

• Autor(a) principal: Reis, Joab Grana
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10303
• topic: Policies of educational inclusion; Students with disabilities; College; Life History method; Políticas de inclusão educacional; Metodologia de História de Vida; Educação; Ensino Superior Manaus; Educação inclusiva; Estudantes com deficiência; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL

The growth of the number of students with disabilities in enrolling in college and the implementation of public policies of inclusion inspired the thesis Voices of the Amazon Rivers : life history of university students with disabilities was developed. The research construction was outlined based on a few questions, that generated the study´s objectives. The general objective was to understand and problematizing based on the life history narratives of students with disabilities, their psychosocial and academic in a public university of Amazonas State. This was unfolded in four specific objectives: a) to establish a theoretical and reflexive dialogue about the economic, social and cultural dynamics that demarcate the experience of inclusion of students´ with disabilities, in the historically selective, meritocratic and excluding institutional college space; b) to identify, based on an analysis of institutional documents, how are developed in the Amazonas State University actions to promote accessibility of students with disabilities; c) to map the students with disabilities enrolled in UEA. d) to analyze, based on personal reports, the multiple social and academic dynamics established in daily life of UEA. The study was organized in two phases. Phase I was constituted by the following activities: a) bibliographic research; b) survey and analysis of institutional documents related to educational inclusion of students with disabilities in UEA; d) construction of the scenery showing the context of Amazonas State do characterized the specific locus of research, UEA. The Phase II consisted in the field research, conducted in six academic units of Amazonas State University. The investigative methodology was the Life History, and the data gathering instrument was the open autobiographic interview. For registering the interviews were used tape recorder, video recorder and field notes. The data analysis and interpretation was done by means of the thematic analysis method. Four thematic categories emerged, which were further divided in other subcategories: a) entering college; b) accessibility in the university; c) psychosocial experiences; d) policy of inclusion in college. Among other issues, the subjects pointed out the discrimination and stigmatization present in their daily academic experiences, the accessibility barriers and their empowerment as university students. The data obtained showed that in order to deal with public policies of inclusion and democratization of education, in all levels, it is necessary to consider the peculiarities of each local context. The voices of students with disabilities reveal experiences, knowledge and learning, however, it is still necessary to break the stigma in the daily life of the university