Disability, Discapacidad and Inclusion: production of meanings in figurations in university contexts
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Docência do Ensino Superior (Online) |
Texto Completo: | https://periodicos.ufmg.br/index.php/rdes/article/view/43452 |
Resumo: | In the quest for answers about the social process of inclusion in higher education, this study aimed to analyze the senses produced on the inclusion and/or exclusion of students with disabilities, discapacidad based on the narratives of the subjects and documents researched in the academic context of the Federal University of Espírito Santo (Goiabeiras campus, Vitória) and the Veracruzana University (Xalapa campus, Veracruz, México). Norbert Elias (1993, 1994, 2001, 2006, 2011, 2014) was the theoretical basis for this research, mainly in the notions of inseparability between individual and society, and in the concepts of figuration and interdependence. Thus, in order to search for answers about this social process, this work makes use of qualitative research, and to go about this investigation, the comparative study method was chosen, being subdivided into three phases for data collection: in the first phase, a bibliographical survey on the subject was carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBCT), in the Bank of Thesis and Dissertations of the Coordination of Improvement of Personnel of Higher Education (Capes), in the Redalyc Scientific Information System of Scientific Journals of Latin America and the Caribbean, Spain and Portugal and in the libraries of the two investigated higher education institutions (HEIs), totaling 51 papers analyzed; from the first phase, we draw attention to the legislation and documents about the inclusive process in the university context, as well as the enrollment rate of the target public in this research, which was determined in the second phase of the research; in the third phase, there were semi-structured interviews with university students, teachers and professionals from the two HEIs, totaling 27. At last, it has been concluded that the documents coupled with the narratives of the interviewees point Thus, it is concluded that the documents articulated with the narratives of the individuals interviewed indicate that in the last decades, especially at the end of the 20th century, we had some changes in the relations between individuals, and a new paradigm enters the inclusion debate, bringing the debate of the diversity of people. However, there is still a differentiation between the biological and the social, to define the concept of disability. These transformations are present, but do not have a direction to be defined, because the presence of students with disabilities has produced different notions about the function of university education, as a teacher. These different notions have influenced the modes of cadence in the inclusive process. |
id |
UFMG-24_471ac168932db14687895ba3ec18023f |
---|---|
oai_identifier_str |
oai:periodicos.ufmg.br:article/43452 |
network_acronym_str |
UFMG-24 |
network_name_str |
Revista Docência do Ensino Superior (Online) |
repository_id_str |
|
spelling |
Disability, Discapacidad and Inclusion: production of meanings in figurations in university contexts Deficiencia, Discapacidad e Inclusión: producción de significados en figuraciones en contextos universitariosDeficiência, Discapacidad e Inclusão: produção de sentidos nas figurações em contextos universitáriosdeficiênciadiscapacidadinclusão no ensino superiorestudo comparadoNorbert Eliasdeficienciadiscapacidadinclusión en la educación superiorestudio comparadoNorbert Eliasdisabilitydiscapacidadinclusion in higher educationcomparative studyNorbert EliasIn the quest for answers about the social process of inclusion in higher education, this study aimed to analyze the senses produced on the inclusion and/or exclusion of students with disabilities, discapacidad based on the narratives of the subjects and documents researched in the academic context of the Federal University of Espírito Santo (Goiabeiras campus, Vitória) and the Veracruzana University (Xalapa campus, Veracruz, México). Norbert Elias (1993, 1994, 2001, 2006, 2011, 2014) was the theoretical basis for this research, mainly in the notions of inseparability between individual and society, and in the concepts of figuration and interdependence. Thus, in order to search for answers about this social process, this work makes use of qualitative research, and to go about this investigation, the comparative study method was chosen, being subdivided into three phases for data collection: in the first phase, a bibliographical survey on the subject was carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBCT), in the Bank of Thesis and Dissertations of the Coordination of Improvement of Personnel of Higher Education (Capes), in the Redalyc Scientific Information System of Scientific Journals of Latin America and the Caribbean, Spain and Portugal and in the libraries of the two investigated higher education institutions (HEIs), totaling 51 papers analyzed; from the first phase, we draw attention to the legislation and documents about the inclusive process in the university context, as well as the enrollment rate of the target public in this research, which was determined in the second phase of the research; in the third phase, there were semi-structured interviews with university students, teachers and professionals from the two HEIs, totaling 27. At last, it has been concluded that the documents coupled with the narratives of the interviewees point Thus, it is concluded that the documents articulated with the narratives of the individuals interviewed indicate that in the last decades, especially at the end of the 20th century, we had some changes in the relations between individuals, and a new paradigm enters the inclusion debate, bringing the debate of the diversity of people. However, there is still a differentiation between the biological and the social, to define the concept of disability. These transformations are present, but do not have a direction to be defined, because the presence of students with disabilities has produced different notions about the function of university education, as a teacher. These different notions have influenced the modes of cadence in the inclusive process.Con la finalidad de buscar respuestas sobre el proceso social de inclusión en la educación superior, este estudio tuvo por objetivo general analizar los sentidos producidos sobre la inclusión y/o exclusión de alumnos con deficiencia, discapacidad con base en las narrativas de los sujetos y documentos investigados en el contexto académico de la Universidad Federal do Espírito Santo (campus Goiabeiras, Vitória) y de la Universidad Veracruzana (campus Xalapa, Veracruz, México). Esta investigación está basada teóricamente en la sociológica procesual de Norbert Elias (1993, 1994, 2001, 2006, 2011, 2014), principalmente en la noción de inseparabilidad entre individuo y sociedad, y en los conceptos de figuración e interdependencia. Este trabajo está fundamentado en la naturaleza de una pesquisa cualitativa, delineado como el método de estudio comparado, siendo subdividido en tres fases para la colecta de datos: en la primera fase, se procedió a un investigación bibliográfica acerca de ese tema en la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD) del Instituto Brasileño de Información en Ciencia y Tecnología (IBCT), en el Banco de Tesis y Disertaciones de la Coordinación de Perfeccionamiento de Personas de Nivel Superior (Capes), en el Sistema de Información Científica Redalyc Red de Revistas Científicas de América Latina y Caribe, España y Portugal y en las bibliotecas de las dos Instituciones de educación superior (IES) investigadas, totalizando 51 trabajos analizados; a partir de la primera fase y relacionándola, se destaca la legislación y documentos sentidos sobre el proceso inclusivo en el contexto universitario, así como el número de matrículas del público objetivo de esta investigación, movimiento que se constituyó en la segunda fase de este trabajo; en la tercera fase, hubo entrevistas semiestructuradas con universitarios, profesores y profesionales de las dos IES, totalizando 27. Así, se concluye que los documentos articulados con las narrativas de los individuos entrevistados apuntan que, en las últimas décadas, principalmente a finales del siglo XX, tuvimos algunos cambios en las relaciones entre los individuos, y un nuevo paradigma adentra el debate de la inclusión, trayendo el debate de la diversidad de personas. Sin embargo, todavía existe una diferenciación entre lo biológico y lo social, para definir el concepto de deficiencia/discapacidad. Esas transformaciones están presentes, pero no poseen una dirección a ser definida, pues la presencia de alumnos con deficiencia/discapacidad ha producido diferentes nociones sobre la función de la educación universitaria, función del ser profesor. Estas diferentes nociones han influido en los modos de cadencia en el proceso inclusivo.A fim de procurar respostas sobre o processo social de inclusão no ensino superior, este estudo teve por objetivo geral analisar os sentidos produzidos sobre a inclusão e/ou exclusão de alunos com deficiência, discapacidad com base nas narrativas dos sujeitos e documentos pesquisados no contexto acadêmico da Universidade Federal do Espírito Santo (campus Goiabeiras, Vitória) e da Universidade Veracruzana (campus Xalapa, Veracruz, México). Para subsidiar teoricamente essa investigação, amparou-se na teoria sociológica processual de Norbert Elias (1993, 1994, 2001, 2006, 2011, 2014), principalmente na noção de indissociabilidade entre indivíduo e sociedade, e nos conceitos de figuração e interdependência. Este trabalho está ancorado na natureza de uma pesquisa qualitativa, delineado como o método do estudo comparado, sendo subdivido em três fases para a coleta dos dados: na primeira fase, procedeu-se a um levantamento bibliográfico acerca dessa temática na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) do Instituto Brasileiro de Informação em Ciência e Tecnologia (IBCT), no Banco de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), no Sistema de Información Científica Redalyc Red de Revistas Científicas de América Latina e Caribe, España y Portugal e nas bibliotecas das duas Instituições de Ensino Superior (IES) investigadas, totalizando 51 trabalhos analisados. A partir da primeira fase e articulado a ela, destaca-se a legislação e documentos sentidos sobre o processo inclusivo no contexto universitário, bem como o número de matrículas do público-alvo desta pesquisa, movimento que se constituiu na segunda fase desta investigação; na terceira fase, houve entrevistas semiestruturadas com universitários, professores e profissionais das duas IES, totalizando 27. Assim, conclui-se que os documentos articulados com as narrativas dos indivíduos entrevistados apontam que nas últimas décadas, principalmente no fim do século XX, tivemos algumas mudanças nas relações entre os indivíduos, e um novo paradigma adentra o debate da inclusão, trazendo o debate da diversidade de pessoas. Porém, ainda vigora uma diferenciação entre o biológico e o social, para definir o conceito de deficiência/discapacidad. Essas transformações estão presentes, mas não possuem uma direção a ser definida, pois a presença de alunos com deficiência/discapacidad tem produzido diferentes noções sobre a função da educação universitária, função do ser professor. Essas diferentes noções têm influenciado os modos de cadência no processo inclusivo.Universidade Federal de Minas Gerais2023-05-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/43452Revista Docência do Ensino Superior; Vol. 13 (2023); 1-4Revista Docência do Ensino Superior; Vol. 13 (2023); 1-4Revista Docência do Ensino Superior; v. 13 (2023); 1-42237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/43452/37565Copyright (c) 2023 Rayner Raulino e Silvahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Rayner Raulino e2023-08-25T15:55:00Zoai:periodicos.ufmg.br:article/43452Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2023-08-25T15:55Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Disability, Discapacidad and Inclusion: production of meanings in figurations in university contexts Deficiencia, Discapacidad e Inclusión: producción de significados en figuraciones en contextos universitarios Deficiência, Discapacidad e Inclusão: produção de sentidos nas figurações em contextos universitários |
title |
Disability, Discapacidad and Inclusion: production of meanings in figurations in university contexts |
spellingShingle |
Disability, Discapacidad and Inclusion: production of meanings in figurations in university contexts Silva, Rayner Raulino e deficiência discapacidad inclusão no ensino superior estudo comparado Norbert Elias deficiencia discapacidad inclusión en la educación superior estudio comparado Norbert Elias disability discapacidad inclusion in higher education comparative study Norbert Elias |
title_short |
Disability, Discapacidad and Inclusion: production of meanings in figurations in university contexts |
title_full |
Disability, Discapacidad and Inclusion: production of meanings in figurations in university contexts |
title_fullStr |
Disability, Discapacidad and Inclusion: production of meanings in figurations in university contexts |
title_full_unstemmed |
Disability, Discapacidad and Inclusion: production of meanings in figurations in university contexts |
title_sort |
Disability, Discapacidad and Inclusion: production of meanings in figurations in university contexts |
author |
Silva, Rayner Raulino e |
author_facet |
Silva, Rayner Raulino e |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Rayner Raulino e |
dc.subject.por.fl_str_mv |
deficiência discapacidad inclusão no ensino superior estudo comparado Norbert Elias deficiencia discapacidad inclusión en la educación superior estudio comparado Norbert Elias disability discapacidad inclusion in higher education comparative study Norbert Elias |
topic |
deficiência discapacidad inclusão no ensino superior estudo comparado Norbert Elias deficiencia discapacidad inclusión en la educación superior estudio comparado Norbert Elias disability discapacidad inclusion in higher education comparative study Norbert Elias |
description |
In the quest for answers about the social process of inclusion in higher education, this study aimed to analyze the senses produced on the inclusion and/or exclusion of students with disabilities, discapacidad based on the narratives of the subjects and documents researched in the academic context of the Federal University of Espírito Santo (Goiabeiras campus, Vitória) and the Veracruzana University (Xalapa campus, Veracruz, México). Norbert Elias (1993, 1994, 2001, 2006, 2011, 2014) was the theoretical basis for this research, mainly in the notions of inseparability between individual and society, and in the concepts of figuration and interdependence. Thus, in order to search for answers about this social process, this work makes use of qualitative research, and to go about this investigation, the comparative study method was chosen, being subdivided into three phases for data collection: in the first phase, a bibliographical survey on the subject was carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBCT), in the Bank of Thesis and Dissertations of the Coordination of Improvement of Personnel of Higher Education (Capes), in the Redalyc Scientific Information System of Scientific Journals of Latin America and the Caribbean, Spain and Portugal and in the libraries of the two investigated higher education institutions (HEIs), totaling 51 papers analyzed; from the first phase, we draw attention to the legislation and documents about the inclusive process in the university context, as well as the enrollment rate of the target public in this research, which was determined in the second phase of the research; in the third phase, there were semi-structured interviews with university students, teachers and professionals from the two HEIs, totaling 27. At last, it has been concluded that the documents coupled with the narratives of the interviewees point Thus, it is concluded that the documents articulated with the narratives of the individuals interviewed indicate that in the last decades, especially at the end of the 20th century, we had some changes in the relations between individuals, and a new paradigm enters the inclusion debate, bringing the debate of the diversity of people. However, there is still a differentiation between the biological and the social, to define the concept of disability. These transformations are present, but do not have a direction to be defined, because the presence of students with disabilities has produced different notions about the function of university education, as a teacher. These different notions have influenced the modes of cadence in the inclusive process. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-03 |
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 |
https://periodicos.ufmg.br/index.php/rdes/article/view/43452 |
url |
https://periodicos.ufmg.br/index.php/rdes/article/view/43452 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/rdes/article/view/43452/37565 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Rayner Raulino e Silva http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Rayner Raulino e Silva http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Revista Docência do Ensino Superior; Vol. 13 (2023); 1-4 Revista Docência do Ensino Superior; Vol. 13 (2023); 1-4 Revista Docência do Ensino Superior; v. 13 (2023); 1-4 2237-5864 2358-6338 reponame:Revista Docência do Ensino Superior (Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Revista Docência do Ensino Superior (Online) |
collection |
Revista Docência do Ensino Superior (Online) |
repository.name.fl_str_mv |
Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
revistadocenciaensinosuperior@ufmg.br|| |
_version_ |
1797174636512804864 |