Inclusão e exclusão na organização das representações sociais dos professores do ensino superior

• Ano de defesa: 2023
• Autor(a) principal: Silva, Elza Maria do Socorro da
• Orientador(a): Spadoni, Lila Maria
• Banca de defesa: Vaz, Duelci Aparecido de Freitas , Lopes, Suely Vieira , Campos, Pedro Humberto Faria , Avelar, Rezende Bruno de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Ensino superior; Formação; Deficiência; Inclusão; Representação social
• Palavras-chave em Inglês: Higher education.; Training; Deficiency; Inclusion; Didactic conception
• Área do conhecimento CNPq: Ciências Humanas; Educação
• Link de acesso: http://tede2.pucgoias.edu.br:8080/handle/tede/4976

Currently, the access of students with disabilities to higher education is increasingly frequent in Brazilian institutions. The process of including these students is extensive, as institutions must provide conditions for admission, permanence and completion of the course for these students. However, when we talk about inclusion, we are still faced with several challenges in its implementation, including architectural, pedagogical and attitudinal adaptations. Inclusion is not constituted only by decrees and laws. It is a complex process that requires structural changes in the organization of pedagogical work and in beliefs, values and meanings about students with disabilities. To this end, teacher training assumes a fundamental role in the construction of knowledge and inclusive pedagogical practices. Therefore, this research presents a bibliographic survey, field research with the application of 22 questionnaires to teachers who taught classes for students with disabilities in Law and Physiotherapy courses in the last 5 years, in a higher education institution in the south of Goiás. Data analysis and discursive analysis were performed using the IRAMUTQ software. The research has the specific objectives of analyzing the social representation of the process of inclusion and exclusion by higher education professors; to identify how the discourse classes on the social thinking of teachers about the process of inclusion and exclusion in the academic environment are organized; verify if the words inclusion and exclusion are configured as themes in the Social Representation of the teachers. This is a qualitative study, with a methodological approach using the Theory of Social Representations. To support the theoretical basis of the research, we rely on studies on inclusion and exclusion by Maria Teresa Mantoan, Rosita Carvalho and Vanderlei Balbino. In the conception of didactics and teacher training we had the contribution of Selma Garrido, Léa Anastasiou and Carlos Libâneo. On the theory of Social Representations we had the notes of Serge Moscovici, Jean Claude Abric and Lila Spadoni. The research results show that the terms inclusion and exclusion are not configured as themes. The researched teachers feel fear and insecurity in developing the teaching-learning process, and inclusive values are part of their conduct. The study also indicates that the HEI must analyze its internal policies for the assistance to PwD professors and students in higher education. Training courses with a didactic-pedagogical focus are needed to expand and improve training and knowledge about inclusion in higher education