The treatment that the educational inclusion of the public of special education receives in UFU’s (Universidade Federal de Uberlândia) Developing and Expanding Institutional Plans

• Autor(a) principal: Freitas, Márcia Guimarães de
• Data de Publicação: 2018
• Outros Autores: Silva, Lázara Cristina da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/24768
• topic: Inclusion; PIDE; UFU.; Universidade Federal de Uberlândia (UFU); Inclusão; Plano Institucional de Desenvolvimento e Expansão (PIDE)

We tried to identify the concept of inclusion fomented in the Developing and Expanding Institutional Plans (PIDEs) and if the goals and actions listed in the documents contribute to minimize physical and attitudinal barriers faced by disabled students in the institutional area. To accomplish this study, we chose the documental research, using, as a source of data, national official documents and the ones from the institution. The national ones were the regulatory laws which guide education in general, including the higher level. Therefore, laws, decrees, opinions, normative instructions, technical notes, etc., which were produced from 1996 to 2015, were used. Two versions of PIDE (developing and expanding institutional plans) (2008- 2012/2010-2015), university council minutes, UFU’s statute, internal regiment and other documents were used. We found that inclusion, under the effects of the historical process, becomes, nowadays, a state imperative and gets to universities, given that, according to the neoliberal vision, education becomes a condition so that people can operate with the inclusion logic in all their actions. We also found that, at UFU, this inclusive imperative can be seen in the documents (PIDEs) in two ways: through the social inclusion and the accessibility as a policy of students insertion and permanence.