EDUCAÇÃO PROFISSIONAL E INCLUSÃO DE ALUNOS COM DEFICIÊNCIA:um estudo no Colégio Universitário/UFMA

• Ano de defesa: 2011
• Autor(a) principal: Cunha, Angélica Moura Siqueira
• Orientador(a): CARVALHO, Mariza Borges Wall Barbosa de
• Banca de defesa: Silva, Marilete Geralda da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Educação profissional; Aluno com deficiência; Inclusão
• Palavras-chave em Inglês: Vocational education; Student with deficiency; Inclusion
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/200

Study based on the Critical Theory, especially the thought of Theodor Adorno and Max Horkheimer. The goals are: to characterize the perceptions of students with deficiency and of the professionals from the University College about the professional education of students with deficiency; verify the social factors present in the implementation of the Professional Education proposal for students with deficiency at the University College and identify the contributions of education from University College for professional formation of students with deficiency. The research subjects are three students with visual deficiency graduates of technical courses in Management and Environment and 11 professionals working in technical courses in the school. A semi-structured interview is used is as a tool for data collection, and analysis of the Bylaws of the school, highlighting the contradictions and relevant aspects that characterize the Professional Education at University College. According to the results, 64% of professionals surveyed admitted that the first contacts with students with disabilities are followed by the felling of strangeness. However 36% mentioned not feeling any kind of strangeness when facing the differences. The recognition of this strangeness facilitates new thoughts about possible social factors that would enable or hamper the Inclusive proposal at school. The study subjects highlighted the following facilitating factors: compliance with legislation, the creation of new public policies, the involvement of managers and other school professionals, the search for new knowledge of teachers, the acquisition of specific equipment and resources, among others. Difficulties identified were mainly: the lack of greater commitment in the conduct of public policy, inadequate teacher training, lack of knowledge and preparation of companies, problems of accessibility in transport and school environment, excluding selection process. It is clear, in the reports from the subjects, that education is an essential factor in the changing process, contributing to a better direction in their career choice, entry into higher education, entering the world of work and increased self-esteem of students. We conclude that the inclusion in professional education is beyond the application of techniques and adapted resources, it is an historical process with contradictions and constant challenges to be faced with a critical view of the educational reality in favor of humanization of all students.