A inclusão de estudantes com deficiência no Ensino Superior : preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR

Detalhes bibliográficos
Autor(a) principal: Nogueira, Camila Soncini
Data de Publicação: 2022
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFMT
Texto Completo: http://ri.ufmt.br/handle/1/3888
Resumo: The process of democratizing education has enabled access for all people, regardless of their individual differences, to all levels and modalities of education. Even before legal initiatives by the public power, it is historically considered precisely as the struggle of social movements for the conquest and advancement of inclusive education. This legitimacy, induced by several fronts of struggle, fostered some initiatives of investment in education, which people with disabilities reach Higher Education. However, despite limits, inclusion still finds many. It is possible to observe that a reflection of education between inclusion, difference and prejudice constitutes a challenge for professionals, being one of the difficulties for, in fact, this process of inclusion of people with disabilities in Higher Education really. Therefore, we ask ourselves: considering that the academy is seen as an institution of knowledge and the professors are intermediaries, can there be prejudice and exclusion in the professors' speeches, especially in the discourses of the course coordinators, those processes in charge of to mediate the student's relationship with the institution, especially with regard to pedagogical issues? It is considered such narratives, since we seek to explore and understand the practices of the inclusion process carried out in higher education with students with disabilities. Taking these questions as basic questions, the general objective of this research was to understand the perception of undergraduate course coordinators about the inclusion and permanence of students with disabilities in Higher Education. This study has, as a methodological basis, empirical social research of a qualitative nature, in accordance with the proposal presented by the authors of critical theory. In this case, we analyze in this work the Statute that currently governs the researched higher education institution and the Institutional Development Plan (PDI), developed by the tutoring university, which consolidates all development actions. In addition, we applied a questionnaire composed of twenty-eight semi-structured questions, aimed at ten professors who act as coordinators of the undergraduate course at the University. This instrument allowed us to know some aspects of the condition of students with disabilities assisted by the institution, in addition to verifying signs of prejudice and exclusion. Therefore, this dissertation offers elements so that the academy can evaluate the way it deals with difference, as well as opportunities and invites the entire academic community to open up to daily changes in the face of numerous veiled and normalized prejudices.
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spelling A inclusão de estudantes com deficiência no Ensino Superior : preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFRDiferençaInclusãoPreconceitoEnsino superiorEstudantes com deficiênciaCNPQ::CIENCIAS HUMANAS::EDUCACAODifferenceInclusionPrejudiceHigher educationStudents with disabilitiesThe process of democratizing education has enabled access for all people, regardless of their individual differences, to all levels and modalities of education. Even before legal initiatives by the public power, it is historically considered precisely as the struggle of social movements for the conquest and advancement of inclusive education. This legitimacy, induced by several fronts of struggle, fostered some initiatives of investment in education, which people with disabilities reach Higher Education. However, despite limits, inclusion still finds many. It is possible to observe that a reflection of education between inclusion, difference and prejudice constitutes a challenge for professionals, being one of the difficulties for, in fact, this process of inclusion of people with disabilities in Higher Education really. Therefore, we ask ourselves: considering that the academy is seen as an institution of knowledge and the professors are intermediaries, can there be prejudice and exclusion in the professors' speeches, especially in the discourses of the course coordinators, those processes in charge of to mediate the student's relationship with the institution, especially with regard to pedagogical issues? It is considered such narratives, since we seek to explore and understand the practices of the inclusion process carried out in higher education with students with disabilities. Taking these questions as basic questions, the general objective of this research was to understand the perception of undergraduate course coordinators about the inclusion and permanence of students with disabilities in Higher Education. This study has, as a methodological basis, empirical social research of a qualitative nature, in accordance with the proposal presented by the authors of critical theory. In this case, we analyze in this work the Statute that currently governs the researched higher education institution and the Institutional Development Plan (PDI), developed by the tutoring university, which consolidates all development actions. In addition, we applied a questionnaire composed of twenty-eight semi-structured questions, aimed at ten professors who act as coordinators of the undergraduate course at the University. This instrument allowed us to know some aspects of the condition of students with disabilities assisted by the institution, in addition to verifying signs of prejudice and exclusion. Therefore, this dissertation offers elements so that the academy can evaluate the way it deals with difference, as well as opportunities and invites the entire academic community to open up to daily changes in the face of numerous veiled and normalized prejudices.O processo de democratização da educação vem possibilitando o acesso de todas as pessoas, independentemente de suas diferenças individuais, a todos os níveis e modalidades de ensino. Mesmo antes de iniciativas legais do poder público, é preciso considerar historicamente a relevância da luta dos movimentos sociais pela conquista e avanço da educação inclusiva. Essa legitimação, induzida por várias frentes de luta, fomentou algumas iniciativas dos investimentos em educação, possibilitando que as pessoas com deficiência chegassem ao Ensino Superior. Porém, apesar de avanços, a inclusão ainda encontra muitos limites. Nesse sentido, é possível observar que a reflexão acerca da relação entre inclusão, diferença e preconceito se constitui um desafio para os profissionais de educação, sendo uma das dificuldades para que, de fato, esse processo de inclusão da pessoa com deficiência no Ensino Superior realmente ocorra. Por isso, indagamo-nos: considerando que a academia é vista como uma instituição produtora do conhecimento e os professores são intermediadores nesse processo, será que pode existir preconceito e exclusão nas falas dos professores, em especial, nos discursos dos coordenadores de curso, aqueles responsáveis por intermediar a relação do estudante com a instituição, principalmente, quanto às questões pedagógicas? É preciso considerar as narrativas dos coordenadores de curso, uma vez que procuramos explorar e compreender as práticas do processo de inclusão, mediante a representação fornecida pela figura de educador/gestor de educação. Tomando esses questionamentos como perguntas basilares, o objetivo geral desta pesquisa consistiu em compreender a percepção dos coordenadores de curso de graduação, acerca da inclusão e permanência dos estudantes com deficiência no Ensino Superior. Este estudo tem, como base metodológica, a pesquisa social empírica de cunho qualitativo, em conformidade com a proposta apresentada pelos autores da Teoria Crítica. Analisamos, neste trabalho, o Estatuto que rege atualmente a instituição de Ensino Superior pesquisada e o Plano de Desenvolvimento Institucional (PDI), desenvolvido pela universidade tutora, no qual consolida todas as ações de desenvolvimento. Além disso, aplicamos um questionário composto por vinte e oito perguntas semiestruturadas, destinado a dez professores que atuam como coordenadores de curso de graduação na Universidade. Esse instrumento nos possibilitou conhecer alguns aspectos da condição dos estudantes com deficiência assistidos pela instituição, além de verificar indícios de preconceito e exclusão. Por isso, essa dissertação oferece elementos para que a academia possa avaliar a forma como lida com a diferença, bem como oportuniza e convida toda a comunidade acadêmica a se abrir para mudanças cotidianas frente aos inúmeros preconceitos velados e normalizados.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisFreitas, Nivaldo Alexandre dehttp://lattes.cnpq.br/7697583593525598Freitas, Nivaldo Alexandre de251.475.898-05http://lattes.cnpq.br/7697583593525598Gomes, Aguinaldo Rodrigues847.432.716-49http://lattes.cnpq.br/3408519048864585251.475.898-05Giordano, Rosely Cabral858.686.718-72http://lattes.cnpq.br/3977027318552018Nogueira, Camila Soncini2023-03-24T20:12:13Z2022-05-152023-03-24T20:12:13Z2022-04-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisNOGUEIRA, Camila Soncini. A inclusão de estudantes com deficiência no Ensino Superior: preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR. 2022. 101 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2022.http://ri.ufmt.br/handle/1/3888porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-03-26T07:01:18Zoai:localhost:1/3888Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-03-26T07:01:18Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv A inclusão de estudantes com deficiência no Ensino Superior : preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR
title A inclusão de estudantes com deficiência no Ensino Superior : preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR
spellingShingle A inclusão de estudantes com deficiência no Ensino Superior : preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR
Nogueira, Camila Soncini
Diferença
Inclusão
Preconceito
Ensino superior
Estudantes com deficiência
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Difference
Inclusion
Prejudice
Higher education
Students with disabilities
title_short A inclusão de estudantes com deficiência no Ensino Superior : preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR
title_full A inclusão de estudantes com deficiência no Ensino Superior : preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR
title_fullStr A inclusão de estudantes com deficiência no Ensino Superior : preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR
title_full_unstemmed A inclusão de estudantes com deficiência no Ensino Superior : preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR
title_sort A inclusão de estudantes com deficiência no Ensino Superior : preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR
author Nogueira, Camila Soncini
author_facet Nogueira, Camila Soncini
author_role author
dc.contributor.none.fl_str_mv Freitas, Nivaldo Alexandre de
http://lattes.cnpq.br/7697583593525598
Freitas, Nivaldo Alexandre de
251.475.898-05
http://lattes.cnpq.br/7697583593525598
Gomes, Aguinaldo Rodrigues
847.432.716-49
http://lattes.cnpq.br/3408519048864585
251.475.898-05
Giordano, Rosely Cabral
858.686.718-72
http://lattes.cnpq.br/3977027318552018
dc.contributor.author.fl_str_mv Nogueira, Camila Soncini
dc.subject.por.fl_str_mv Diferença
Inclusão
Preconceito
Ensino superior
Estudantes com deficiência
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Difference
Inclusion
Prejudice
Higher education
Students with disabilities
topic Diferença
Inclusão
Preconceito
Ensino superior
Estudantes com deficiência
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Difference
Inclusion
Prejudice
Higher education
Students with disabilities
description The process of democratizing education has enabled access for all people, regardless of their individual differences, to all levels and modalities of education. Even before legal initiatives by the public power, it is historically considered precisely as the struggle of social movements for the conquest and advancement of inclusive education. This legitimacy, induced by several fronts of struggle, fostered some initiatives of investment in education, which people with disabilities reach Higher Education. However, despite limits, inclusion still finds many. It is possible to observe that a reflection of education between inclusion, difference and prejudice constitutes a challenge for professionals, being one of the difficulties for, in fact, this process of inclusion of people with disabilities in Higher Education really. Therefore, we ask ourselves: considering that the academy is seen as an institution of knowledge and the professors are intermediaries, can there be prejudice and exclusion in the professors' speeches, especially in the discourses of the course coordinators, those processes in charge of to mediate the student's relationship with the institution, especially with regard to pedagogical issues? It is considered such narratives, since we seek to explore and understand the practices of the inclusion process carried out in higher education with students with disabilities. Taking these questions as basic questions, the general objective of this research was to understand the perception of undergraduate course coordinators about the inclusion and permanence of students with disabilities in Higher Education. This study has, as a methodological basis, empirical social research of a qualitative nature, in accordance with the proposal presented by the authors of critical theory. In this case, we analyze in this work the Statute that currently governs the researched higher education institution and the Institutional Development Plan (PDI), developed by the tutoring university, which consolidates all development actions. In addition, we applied a questionnaire composed of twenty-eight semi-structured questions, aimed at ten professors who act as coordinators of the undergraduate course at the University. This instrument allowed us to know some aspects of the condition of students with disabilities assisted by the institution, in addition to verifying signs of prejudice and exclusion. Therefore, this dissertation offers elements so that the academy can evaluate the way it deals with difference, as well as opportunities and invites the entire academic community to open up to daily changes in the face of numerous veiled and normalized prejudices.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-15
2022-04-25
2023-03-24T20:12:13Z
2023-03-24T20:12:13Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv NOGUEIRA, Camila Soncini. A inclusão de estudantes com deficiência no Ensino Superior: preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR. 2022. 101 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2022.
http://ri.ufmt.br/handle/1/3888
identifier_str_mv NOGUEIRA, Camila Soncini. A inclusão de estudantes com deficiência no Ensino Superior: preconceito, diferença e exclusão na perspectiva dos coordenadores de curso da UFR. 2022. 101 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2022.
url http://ri.ufmt.br/handle/1/3888
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language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis
UFMT CUR - Rondonopólis
Programa de Pós-Graduação em Educação - Rondonópolis
publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis
UFMT CUR - Rondonopólis
Programa de Pós-Graduação em Educação - Rondonópolis
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instname:Universidade Federal de Mato Grosso (UFMT)
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reponame_str Repositório Institucional da UFMT
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repository.name.fl_str_mv Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)
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