Inclusão do estudante com deficiência no Ensino Superior e a formação continuada do docente universitário

• Ano de defesa: 2019
• Autor(a) principal: Martins, Lisie Marlene da Silveira Melo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Inclusão no Ensino Superior; Pessoa com deficiência; Formação continuada; Docência universitária; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/28098

People with disabilities have been reaching more space in the educational field, including in the context of University Education. This reality presents a challenge to the development of educational and institutional policies that aim to promote an effective inclusion, specifically considering the continuing education of university professors before students with disabilities. This research had as its unit of analysis the Federal University of Rio Grande do Norte (UFRN), campus Natal/RN, and has as general objective to analyze the relationship between the institutional educational policies of UFRN and the continuing education of university professors, regarding the pedagogical dimension and the interface with the inclusion of students with disabilities in university education. As for specific objectives were listed: describe the national and institutional policies of UFRN that trigger actions of continuing education of teachers in the perspective of Inclusive Education; understand, from the perspectives of students with disabilities, teachers and managers of UFRN, the process of teacher education and its implication in the permanence of students with disabilities in university education; systematize possibilities for formative actions and institutional policies that contribute to the improvement of teaching quality from an inclusive perspective in university education. The theoretical discussion was based on the theoretical and legal frameworks that address the educational inclusion of people with disabilities; the theoretical assumptions that discuss the inclusion of students with disabilities in University Education; and the inherent aspects of the university pedagogy and the initial and continuous formation of the teacher of higher education institutions. Regarding the theoretical and methodological aspects, this research follows a qualitative approach, adopting an exploratory and descriptive study profile of the evidence from the empirical field based on the conceptions of students with disabilities, university professors and institutional managers about the relationship between policies of continuing education of university professors in view of the inclusion of students with disabilities in UFRN. For the construction of data, the documentary analysis, semi-structured interview, observation of the empirical field and data triangulation were adopted. As a technique of data analysis we are guided by Content Analysis (BARDIN, 2009), aiming to reach explicit and implicit data in the research context, in articulation with the theoretical framework and educational policies. It was evidenced as results of the study, in the analyzed context of the policies and institutional actions of the UFRN, several work fronts that contemplate the teacher formation and the inclusion of students with disabilities. As a positive factor we identified the intra-institutional distribution of responsibilities with the process of inclusion of students with disabilities, the continuing education of teachers and the institutional concern to present factors in the policies to promote inclusion and accessibility. The study also pointed out that the policies and training actions need to be restructured in order to seek a better balance between the dimensions and functions exercised by the teacher, strengthening the teaching identity and leading the university body to value continuing education in order to improve quality teaching and promoting the effective inclusion of students with disabilities. This study also contributed to reflections on the formative proposals developed in the light of the inclusive educational perspective, with a view to improving the effectiveness of the formative proposals.