Desafios da inclus?o no ensino superior: narrativas de uma universit?ria com S?ndrome de Down

• Ano de defesa: 2019
• Autor(a) principal: Botelho, Deuzimar Helena de Oliveira
• Orientador(a): Oliveira, Val?ria Marques de
• Banca de defesa: Damasceno, Allan Rocha, Alves, Priscila Pires
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Psicologia
• Departamento: Instituto de Educa??o; Pr?-Reitoria de Pesquisa e P?s-Gradua??o
• País: Brasil
• Palavras-chave em Português: Inclus?o no Ensino Superior; Defici?ncia Intelectual; S?ndrome de Down; Narrativa
• Área do conhecimento CNPq: Psicologia
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/5277

The theme of this paper is the inclusion of university students with intellectual disabilities, especially people with Down Syndrome in higher education institutions - IES. Inclusion is the fundamental right of anyone at all educational levels. Advances in education and achievement of inclusion rights still create many challenges and demand better understanding of the process, not only in terms of entry, but also the permanence and promotion of learning, especially for people with intellectual disabilities. Through a descriptive, qualitative research with analysis of the narratives of the undergraduate student with Down Syndrome, about the learning and pedagogical strategies lived in their Higher Education Institutions - HEI, the general objective is to examine the academic life characterized by the educational inclusion of the student. with Down Syndrome from the perception of oneself and the environment. The specific objectives are: a) to debate the factors that interfere in the academic life from the student's narrative, b) to identify the challenges and how they are faced by the student through his narrative and the researcher's observation, c) to infer about possible educational implications to comply with the legislation. The triangulation of methods was used for data collection: semi-directed interview with the university, family and professionals when appropriate, field report of the interviewer, self-narrative support objects, such as photos, mental maps, university notebooks. Interviews with the university were approximately 1 hour, with three meetings. There was an interview with family members and professionals. The field report was written throughout the research development with the researcher's impressions, in its objective and subjective aspects. The data were categorized according to the axes: a) factors that interfere in the academic life of the university student; b) challenges and how they are faced by the university student; c) possible educational implications for inclusion.