Educação inclusiva na UFRN: as lacunas no conhecimento das diretrizes institucionais na implementação das medidas inclusivas

• Ano de defesa: 2025
• Autor(a) principal: Vasconcelos, Claudiane dos Santos
• Orientador(a): Santa Rosa, José Guilherme da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE PROCESSOS INSTITUCIONAIS
• País: BR
• Palavras-chave em Português: Inclusão educacional; Acessibilidade; Ensino superior; Políticas institucionais; UFRN
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/66542

This study addressed the inclusion of students with Specific Educational Needs (SEN) in higher education, focusing on the measures established by Resolution No. 016/2023-CONSEPE of the Federal University of Rio Grande do Norte (UFRN), which aims to promote accessibility and the full participation of these students in the academic environment. It started from the hypothesis that there might be a knowledge gap among professors, course coordinators, and students assisted by the Permanent Inclusion and Accessibility Committee (CPIA) of the Seridó Higher Education Center (CERES) regarding the guidelines established by this resolution. The research, of an applied nature, qualitative approach, exploratory nature, and structured on a case study strategy, aimed to promote the dissemination of information about the resolution's guidelines in UFRN's undergraduate courses, focusing on the assistance of students with SEN. The study was submitted for analysis and approved by the Research Ethics Committee (CEP), ensuring compliance with current ethical principles. Twelve students with SEN and 29 faculty members from CERES participated. Data collection was carried out using electronic questionnaires (RCLE and Google Forms instruments) and a documentary study of the main institutional and national texts. The results confirmed the initial hypothesis: $41.7\%$ of students were unaware of the resolution and $50\%$ had never consulted it, while all faculty members were aware of it, but $13\%$ had never read it. These findings highlight the need to expand communication channels about inclusion policies and strengthen training actions that encourage institutional engagement. As a research product, a booklet entitled “Inclusão e Acessibilidade na UFRN” (Inclusion and Accessibility at UFRN) was developed as educational material to support the dissemination of the guidelines and promote a more inclusive and accessible university environment. The booklet's validation stage, essential for its suitability for the academic reality, was carried out with the Center's Director and the CPIA/CERES President. The Director considered the material simple, objective, and didactic, ideal for guiding the academic community. The CPIA President reinforced its strategic importance for the implementation of UFRN's Inclusion Policy, highlighting the clear language that serves as a guide for students, professors, and managers in the flexible academic processes for students with SEN.