The narrative of blind college students about their academic experiences

Detalhes bibliográficos
Autor(a) principal: Sousa Silva, Danielle
Data de Publicação: 2019
Outros Autores: Rossato, Maristela, Soares Carvalho, Erenice Natalia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/32390
Resumo: Inclusive education, as a transversal modality of education in Brazil, has required the development of pedagogical strategies in the educational field in Higher Education. Currently, an increasing number of students with disabilities are admitted to various Brazilian universities in different undergraduate courses. This brings challenges to the processes of curriculum organization, evaluation and implementation of strategies that contribute to the access, permanent attendance and completion of the course. In this context, this article aims to analyze the narratives of blind university students about their academic experiences during Higher Education, aiming to contribute to the broadening of new fields of intelligibility about the process of inclusion in this level of education. The study was developed in a Brazilian university (Federal District), from the semi structured interviews with two blind students during a semester. The analysis of the study culminated in the following results: a) curricular challenges, and b) meanings of the academic inclusion. It can be inferred from the analysis carried out, the lack of knowledge on the part of blind students about their rights concerning access to proper adaptation throughout the schooling process. In addition, pedagogical strategies, when developed and offered to the participants, were not based on pedagogical practices aimed for the blind subject, but on casual and personal choices made by their respective teachers.
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spelling The narrative of blind college students about their academic experiencesLa narrativa de universitarios ciegos sobre sus experiencias académicasA narrativa de universitários cegos acerca de suas experiências acadêmicasVisual disabilityHigher EducationAcademic experiences.Deficiencia visualEnseñanza SuperiorExperiencias académicas.Deficiência visual. Ensino Superior. Experiências Acadêmicas.Inclusive education, as a transversal modality of education in Brazil, has required the development of pedagogical strategies in the educational field in Higher Education. Currently, an increasing number of students with disabilities are admitted to various Brazilian universities in different undergraduate courses. This brings challenges to the processes of curriculum organization, evaluation and implementation of strategies that contribute to the access, permanent attendance and completion of the course. In this context, this article aims to analyze the narratives of blind university students about their academic experiences during Higher Education, aiming to contribute to the broadening of new fields of intelligibility about the process of inclusion in this level of education. The study was developed in a Brazilian university (Federal District), from the semi structured interviews with two blind students during a semester. The analysis of the study culminated in the following results: a) curricular challenges, and b) meanings of the academic inclusion. It can be inferred from the analysis carried out, the lack of knowledge on the part of blind students about their rights concerning access to proper adaptation throughout the schooling process. In addition, pedagogical strategies, when developed and offered to the participants, were not based on pedagogical practices aimed for the blind subject, but on casual and personal choices made by their respective teachers.La educación inclusiva como modalidad transversal de la enseñanza en el Brasil ha exigido el desarrollo de estrategias pedagógicas en el ámbito educacional en la Educación Superior. Actualmente se observa un número creciente de estudiantes con deficiencia que han ingresado en las diversas universidades brasileñas en diferentes cursos de graduación. Esta situación genera desafíos a los procesos de organización de currículo, evaluación y promoción de estrategias que contribuyan con el acceso, permanencia y conclusión de estos estudiantes. En esta línea, este artículo tiene por objetivo analizar las narrativas de estudiantes universitarios ciegos acerca de sus experiencias académicas en la Enseñanza Superior, visando contribuir para la abertura de nuevos campos de inteligibilidad sobre el proceso de inclusión en ése nivel de enseñanza. El estudio fue desarrollado en una universidad brasileña (Distrito Federal), a partir de la realización de entrevistas semiestructuradas con 02 estudiantes ciegos, durante un semestre lectivo. El análisis de los resultados culminó en los siguientes ejes temáticos: a) Los desafíos curriculares, y b) Los sentidos acerca de la inclusión académica. Despréndese del análisis realizado, el desconocimiento por parte del estudiante universitario ciego acerca de los derechos concernientes a las estrategias adaptativas que deben ser accesados en su proceso de escolarización. Además de eso, las estrategias pedagógicas, en momentos en los cuales fueron ofertadas para los participantes, no se basaron en prácticas pedagógicas específicas para el sujeto ciego, sin embargo, en elecciones casuales y personales a depender de sus respectivos profesores.A educação inclusiva, enquanto modalidade transversal de ensino no Brasil tem exigido o desenvolvimento de estratégias pedagógicas no âmbito educacional, em específico, na Educação Superior. Atualmente, observa-se um número crescente de estudantes com deficiência ingressos nas diversas universidades brasileiras em diferentes cursos de graduação. Esta situação traz desafios aos processos de organização de currículo, avaliação e promoção de estratégias que contribuam com o acesso, permanência e conclusão destes estudantes. Nesta linha, este artigo tem por objetivo analisar as narrativas de estudantes universitários cegos acerca de suas experiências acadêmicas no Ensino Superior visando contribuir para a abertura de novos campos de inteligibilidade sobre o processo de inclusão nesse nível de ensino. O estudo foi desenvolvido em uma universidade brasileira (Distrito Federal), a partir da realização de entrevistas semiestruturadas com 02 estudantes cegos, durante um semestre letivo. A análise dos resultados culminou nos seguintes eixos temáticos: a) Os desafios curriculares, e b) Os sentidos acerca da inclusão acadêmica. Depreende-se da análise realizada, o desconhecimento por parte do universitário cego acerca dos direitos concernentes às estratégias adaptativas que devem ser acessadas no seu processo de escolarização. Além disso, as estratégias pedagógicas, quando desenvolvidas e ofertadas para os participantes, não se basearam em práticas pedagógicas específicas para o sujeito cego, mas em escolhas casuais e pessoais a depender dos seus respectivos professores.Universidade Federal de Santa Maria2019-04-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/3239010.5902/1984686X32390Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e41/ 1-20Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e41/ 1-20Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e41/ 1-201984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/32390/32390Copyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessSousa Silva, DanielleRossato, MaristelaSoares Carvalho, Erenice Natalia2023-05-15T19:05:54Zoai:ojs.pkp.sfu.ca:article/32390Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-05-15T19:05:54Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv The narrative of blind college students about their academic experiences
La narrativa de universitarios ciegos sobre sus experiencias académicas
A narrativa de universitários cegos acerca de suas experiências acadêmicas
title The narrative of blind college students about their academic experiences
spellingShingle The narrative of blind college students about their academic experiences
Sousa Silva, Danielle
Visual disability
Higher Education
Academic experiences.
Deficiencia visual
Enseñanza Superior
Experiencias académicas.
Deficiência visual. Ensino Superior. Experiências Acadêmicas.
title_short The narrative of blind college students about their academic experiences
title_full The narrative of blind college students about their academic experiences
title_fullStr The narrative of blind college students about their academic experiences
title_full_unstemmed The narrative of blind college students about their academic experiences
title_sort The narrative of blind college students about their academic experiences
author Sousa Silva, Danielle
author_facet Sousa Silva, Danielle
Rossato, Maristela
Soares Carvalho, Erenice Natalia
author_role author
author2 Rossato, Maristela
Soares Carvalho, Erenice Natalia
author2_role author
author
dc.contributor.author.fl_str_mv Sousa Silva, Danielle
Rossato, Maristela
Soares Carvalho, Erenice Natalia
dc.subject.por.fl_str_mv Visual disability
Higher Education
Academic experiences.
Deficiencia visual
Enseñanza Superior
Experiencias académicas.
Deficiência visual. Ensino Superior. Experiências Acadêmicas.
topic Visual disability
Higher Education
Academic experiences.
Deficiencia visual
Enseñanza Superior
Experiencias académicas.
Deficiência visual. Ensino Superior. Experiências Acadêmicas.
description Inclusive education, as a transversal modality of education in Brazil, has required the development of pedagogical strategies in the educational field in Higher Education. Currently, an increasing number of students with disabilities are admitted to various Brazilian universities in different undergraduate courses. This brings challenges to the processes of curriculum organization, evaluation and implementation of strategies that contribute to the access, permanent attendance and completion of the course. In this context, this article aims to analyze the narratives of blind university students about their academic experiences during Higher Education, aiming to contribute to the broadening of new fields of intelligibility about the process of inclusion in this level of education. The study was developed in a Brazilian university (Federal District), from the semi structured interviews with two blind students during a semester. The analysis of the study culminated in the following results: a) curricular challenges, and b) meanings of the academic inclusion. It can be inferred from the analysis carried out, the lack of knowledge on the part of blind students about their rights concerning access to proper adaptation throughout the schooling process. In addition, pedagogical strategies, when developed and offered to the participants, were not based on pedagogical practices aimed for the blind subject, but on casual and personal choices made by their respective teachers.
publishDate 2019
dc.date.none.fl_str_mv 2019-04-03
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 http://periodicos.ufsm.br/educacaoespecial/article/view/32390
10.5902/1984686X32390
url http://periodicos.ufsm.br/educacaoespecial/article/view/32390
identifier_str_mv 10.5902/1984686X32390
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/32390/32390
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e41/ 1-20
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e41/ 1-20
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e41/ 1-20
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
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instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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