Trajetórias de alunos com deficiência e as políticas de educação inclusiva: da educação básica ao ensino superior

• Autor(a) principal: Maria Cecília Alvim Guimarães
• Data de Publicação: 2021
• Outros Autores: Adriana Araújo Pereira Borges, Adriana Maria Valladão Novais Van Petten
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: https://doi.org/10.1590/1980-54702021v27e0059; http://hdl.handle.net/1843/60012; https://orcid.org/0000-0003-3396-102X; https://orcid.org/0000-0003-0493-0099; https://orcid.org/0000-0001-7979-2319
• topic: Trajetórias escolares; Estudos sobre deficiência em educação; Educação inclusiva; Educação especial; Ensino superior; Educação inclusiva; Educação especial; Ensino superior; Pessoa com deficiência

Access for people with disabilities to Higher Education is relatively recent in Brazil. From 2016, with the inclusion of this public in the Quota Law, the scenario began to change. Thus, the objective of this study was to analyze, from the Social Model of Disability, the school trajectories of a sample of quota students from a public institution of Higher Education, before entering this level of education. After conducting a questionnaire sent to all students with disabilities who entered by quota in 2018, five students (Physical, Visual, Hearing, Intellectual and with Autism Spectrum Disorder) were selected among the respondents to the interviews, which were carried out and analyzed using the Oral History methodology. To this end, the possible impact of the National Policy on Special Education in the Perspective of Inclusive Education, of 2008, was taken as a guiding axis in the school trajectory of students throughout Basic Education until they entered university. The students’ narratives brought memories of the experiences outside and inside the school, with emphasis on the support of family and professionals, which was decisive in their life stories, and the access they had to supports and resources in the school environment. The results showed that, although students had difficulty in naming directly how the 2008 Policy impacted their school career, the possibility of schooling in a regular school was a differential that allowed access to Higher Education.