THE ACCESS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND ITS RELATION WHITH THE EXISTING SOCIETY PROJECT

Detalhes bibliográficos
Autor(a) principal: Oliveira, Marinalva Silva
Data de Publicação: 2020
Outros Autores: de Melo, Sandra Cordeiro, da Silva, Maria do Carmo Lobato
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educacional (Online)
Texto Completo: https://periodicos2.uesb.br/index.php/praxis/article/view/7258
Resumo: This article, of an essyistic character, aims to discuss the access to Higher Education for people with disabilities in Brazil. It discusses the existing barriers to the access, the permanence and the conclusion of the demanded course as well as the proportion of less than half per cent of students with disabilities in Higher Education. It also debates the culture of ‘ability’ which submits disabled  people to the false conception of equality of opportunities. In addition, the present paper discusses the implementation of the Decree Number 9,034/2017 in which the Federal Government changes the rules of the quota program of Federal Universities and Institutes and includes people with disabilities in the list of students entitled to places in these institutions. In relation to the opening of the Federal Institutions of Higher Education this article considers it crucial that they organize efforts to guarantee the accessibility and the staying of disabled people who have a right to the scientific and universal knowledge appropriation throughout their studying process. Along with such understanding this paper proposes that the spaces which are based on an inclusive materiality constitute one more counterhegemonic instrument of struggle for building favorable environments in order to achieve equality of conditions and opportunities for knowledge accessibility historically produced for disabled people. Finally it alerts to the fact that it will be necessary to understand that the difficulties related to the inclusion and exclusion contradiction extrapolates the issue of disability since it perceives that the direct relationship is towards the existing society project.
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spelling THE ACCESS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND ITS RELATION WHITH THE EXISTING SOCIETY PROJECTEL ACCESO DE LOS ALUMNOS CON DISCAPACIDAD EN LA EDUCACIÓN SUPERIOR Y SU RELACIÓN CON EL PROYECTO DE SOCIEDAD EXISTENTEO ACESSO DE ESTUDANTES COM DEFICIÊNCIA NO ENSINO SUPERIOR E SUA RELAÇÃO COM O PROJETO DE SOCIEDADE EXISTENTEEducação inclusivaEnsino superiorSociedadeEducación inclusiva/incluyenteEnseñanza/ Educación superiorSociedadInclusive EducationHigher EducationSociety This article, of an essyistic character, aims to discuss the access to Higher Education for people with disabilities in Brazil. It discusses the existing barriers to the access, the permanence and the conclusion of the demanded course as well as the proportion of less than half per cent of students with disabilities in Higher Education. It also debates the culture of ‘ability’ which submits disabled  people to the false conception of equality of opportunities. In addition, the present paper discusses the implementation of the Decree Number 9,034/2017 in which the Federal Government changes the rules of the quota program of Federal Universities and Institutes and includes people with disabilities in the list of students entitled to places in these institutions. In relation to the opening of the Federal Institutions of Higher Education this article considers it crucial that they organize efforts to guarantee the accessibility and the staying of disabled people who have a right to the scientific and universal knowledge appropriation throughout their studying process. Along with such understanding this paper proposes that the spaces which are based on an inclusive materiality constitute one more counterhegemonic instrument of struggle for building favorable environments in order to achieve equality of conditions and opportunities for knowledge accessibility historically produced for disabled people. Finally it alerts to the fact that it will be necessary to understand that the difficulties related to the inclusion and exclusion contradiction extrapolates the issue of disability since it perceives that the direct relationship is towards the existing society project. Este artigo, de caráter ensaístico, tem por objetivo discutir sobre o acesso ao ensino superior às pessoas com deficiências no Brasil. Discute sobre as barreiras existentes no acesso, permanência e conclusão do curso pleiteado, a proporção de menos de 0,5% de estudantes com deficiência no Ensino Superior, e sobre a cultura do capacitismo que submete as pessoas com deficiência à falsa a concepção de igualdade de oportunidades. Este artigo discute ainda a implantação do Decreto n° 9.034/17, em que o Governo Federal altera as regras do programa de cotas dos Institutos e Universidades Federais e inclui pessoas com deficiência na lista de estudantes com direito à reserva de vagas nessas instituições. Considera que, com relação à abertura das IFES é fundamental que estas organizem esforços para a garantia da acessibilidade e da permanência das pessoas com deficiência, com direito à apropriação do conhecimento universal e científico ao longo do processo de estudos. Seguindo esta compreensão, este artigo propõe que os espaços que se baseiam numa materialidade inclusiva constituem mais um instrumento contra hegemônico de luta, para a construção de ambientes favoráveis à consecução de igualdade de condições e oportunidades para acessibilidade do conhecimento historicamente produzido às pessoas com deficiência. Alerta para o fato de que será preciso compreender que, as dificuldades em relação à contradição inclusão e exclusão extrapola a questão da deficiência, pois entende que a relação direta é com o projeto societário existente. Este artículo, es de carácter ensayístico, tiene como objetivo discutir sobre el acceso, a la enseñanza superior para las personas con discapacidades en Brasil. Discute, sobre los obstáculos que existen en el acceso, permanencia y conclusión del curso propuesto, con la proporción de menos de 0,5% de estudiantes con discapacidad en la Educación Superior, y sobre la cultura de capacidad que somete a las personas con discapacidad, a una falsa concepción de una igualdad con oportunidades. Este artículo discute aún la implementación del Decreto de n° 9.034/17, en el que el Gobierno Federal, modifica las normas del programa de cuotas de los Institutos y Universidades Federales, e incluye personas con discapacidad en la lista de estudiantes con derecho a la reserva de vagas en estas instituciones. Considera que, con respecto a la apertura de las IFES, es fundamental que estas organicen esfuerzos, para garantizar la accesibilidad y la permanencia de las personas con discapacidad, con derecho a la apropiación del conocimiento universal y científico, a largo del proceso de los estudios. Siguiendo esta comprensión, este artículo propone, que los espacios que se basan, en una materialidad incluyente constituyan un instrumento más contrahegemónico de lucha, para la construcción de ambientes favorables, a la realización de igualdad de condiciones y oportunidades, para la accesibilidad del conocimiento que es históricamente producido para las personas con discapacidad. Alerta para el hecho, de que será necesario entender que las dificultades con respecto, a la contradicción inclusión y exclusión, que extrapola a la cuestión de la discapacidad, pues se entiende que la relación directa es como un proyecto de sociedad vigente. Edições UESB2020-09-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos2.uesb.br/index.php/praxis/article/view/725810.22481/praxisedu.v16i41.7258Práxis Educacional; v. 16 n. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 167-183Práxis Educacional; Vol. 16 Núm. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 167-183Práxis Educacional; Vol. 16 No. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 167-1832178-26791809-0249reponame:Práxis Educacional (Online)instname:Universidade Estadual do Sudoeste da Bahia (UESB)instacron:UESBporhttps://periodicos2.uesb.br/index.php/praxis/article/view/7258/5091http://creativecommons.org/licenses/by-sa/4.0info:eu-repo/semantics/openAccessOliveira, Marinalva Silvade Melo, Sandra Cordeiroda Silva, Maria do Carmo Lobato2021-03-22T23:22:39Zoai:periodicos.periodicos2.uesb.br:article/7258Revistahttp://periodicos2.uesb.br/index.php/praxis/indexPUBhttps://periodicos2.uesb.br/index.php/praxis/oaipraxisedu@uesb.edu.br||2178-26791809-0249opendoar:2021-03-22T23:22:39Práxis Educacional (Online) - Universidade Estadual do Sudoeste da Bahia (UESB)false
dc.title.none.fl_str_mv THE ACCESS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND ITS RELATION WHITH THE EXISTING SOCIETY PROJECT
EL ACCESO DE LOS ALUMNOS CON DISCAPACIDAD EN LA EDUCACIÓN SUPERIOR Y SU RELACIÓN CON EL PROYECTO DE SOCIEDAD EXISTENTE
O ACESSO DE ESTUDANTES COM DEFICIÊNCIA NO ENSINO SUPERIOR E SUA RELAÇÃO COM O PROJETO DE SOCIEDADE EXISTENTE
title THE ACCESS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND ITS RELATION WHITH THE EXISTING SOCIETY PROJECT
spellingShingle THE ACCESS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND ITS RELATION WHITH THE EXISTING SOCIETY PROJECT
Oliveira, Marinalva Silva
Educação inclusiva
Ensino superior
Sociedade
Educación inclusiva/incluyente
Enseñanza/ Educación superior
Sociedad
Inclusive Education
Higher Education
Society
title_short THE ACCESS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND ITS RELATION WHITH THE EXISTING SOCIETY PROJECT
title_full THE ACCESS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND ITS RELATION WHITH THE EXISTING SOCIETY PROJECT
title_fullStr THE ACCESS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND ITS RELATION WHITH THE EXISTING SOCIETY PROJECT
title_full_unstemmed THE ACCESS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND ITS RELATION WHITH THE EXISTING SOCIETY PROJECT
title_sort THE ACCESS OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND ITS RELATION WHITH THE EXISTING SOCIETY PROJECT
author Oliveira, Marinalva Silva
author_facet Oliveira, Marinalva Silva
de Melo, Sandra Cordeiro
da Silva, Maria do Carmo Lobato
author_role author
author2 de Melo, Sandra Cordeiro
da Silva, Maria do Carmo Lobato
author2_role author
author
dc.contributor.author.fl_str_mv Oliveira, Marinalva Silva
de Melo, Sandra Cordeiro
da Silva, Maria do Carmo Lobato
dc.subject.por.fl_str_mv Educação inclusiva
Ensino superior
Sociedade
Educación inclusiva/incluyente
Enseñanza/ Educación superior
Sociedad
Inclusive Education
Higher Education
Society
topic Educação inclusiva
Ensino superior
Sociedade
Educación inclusiva/incluyente
Enseñanza/ Educación superior
Sociedad
Inclusive Education
Higher Education
Society
description This article, of an essyistic character, aims to discuss the access to Higher Education for people with disabilities in Brazil. It discusses the existing barriers to the access, the permanence and the conclusion of the demanded course as well as the proportion of less than half per cent of students with disabilities in Higher Education. It also debates the culture of ‘ability’ which submits disabled  people to the false conception of equality of opportunities. In addition, the present paper discusses the implementation of the Decree Number 9,034/2017 in which the Federal Government changes the rules of the quota program of Federal Universities and Institutes and includes people with disabilities in the list of students entitled to places in these institutions. In relation to the opening of the Federal Institutions of Higher Education this article considers it crucial that they organize efforts to guarantee the accessibility and the staying of disabled people who have a right to the scientific and universal knowledge appropriation throughout their studying process. Along with such understanding this paper proposes that the spaces which are based on an inclusive materiality constitute one more counterhegemonic instrument of struggle for building favorable environments in order to achieve equality of conditions and opportunities for knowledge accessibility historically produced for disabled people. Finally it alerts to the fact that it will be necessary to understand that the difficulties related to the inclusion and exclusion contradiction extrapolates the issue of disability since it perceives that the direct relationship is towards the existing society project.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://periodicos2.uesb.br/index.php/praxis/article/view/7258
10.22481/praxisedu.v16i41.7258
url https://periodicos2.uesb.br/index.php/praxis/article/view/7258
identifier_str_mv 10.22481/praxisedu.v16i41.7258
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos2.uesb.br/index.php/praxis/article/view/7258/5091
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Edições UESB
publisher.none.fl_str_mv Edições UESB
dc.source.none.fl_str_mv Práxis Educacional; v. 16 n. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 167-183
Práxis Educacional; Vol. 16 Núm. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 167-183
Práxis Educacional; Vol. 16 No. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 167-183
2178-2679
1809-0249
reponame:Práxis Educacional (Online)
instname:Universidade Estadual do Sudoeste da Bahia (UESB)
instacron:UESB
instname_str Universidade Estadual do Sudoeste da Bahia (UESB)
instacron_str UESB
institution UESB
reponame_str Práxis Educacional (Online)
collection Práxis Educacional (Online)
repository.name.fl_str_mv Práxis Educacional (Online) - Universidade Estadual do Sudoeste da Bahia (UESB)
repository.mail.fl_str_mv praxisedu@uesb.edu.br||
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