A tutoria inclusiva na trajetória acadêmica de discentes da UFRN: desafios e contribuições

• Ano de defesa: 2022
• Autor(a) principal: Cavalcante, Jéssica Beatriz da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO ESPECIAL
• Palavras-chave em Português: Educação especial; Ensino superior; Tutoria inclusiva; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/50929

The present study highlights the relevance of the Peer Tutoring as a strategy for promoting the inclusion of Special Educational Needs students in the context of the Universidade Federal do Rio grande do Norte (UFRN). Since Tutoring is a strategy to promote the inclusion of students who are the target audience of special education in an inclusive perspective, with a view to supporting students and acting in the fight against academic dropout. The present study demonstrates its social and academic relevance by shedding light about Inclusive Tutoring, still a little subject explored in the scientific field. Given the exponential number of students with disabilities who entered higher education through Law 13,409/2016, it is necessary to investigate the resources higher education institutions have used to promote the permanence and academic success of these students, as well as those who present Specific Educational Needs (SEN). The main goal is to analyze the contributions of the Guidance and Peer Tutoring Program in the Federal University of Rio Grande do Norte in the educational trajectory of Tutors and Tutees. Two virtual questionnaires made available via google forms were used to obtain data, one for each group of students. In all, 27 students responded to the survey. In the data analysis, we opted for a historical-cultural approach, the questions presented considered elements analyzed on the following categories elaborated by the author: relationship between tutor and tutored; activities developed in tutoring; challenges in the tutorial action; social and academic contributions; and the aspects that can be qualified. As part of the results, as for the group of tutors, they unanimously consider that the UFRN's Orientation and Inclusive Tutoring Program contributes to their permanence, performance and academic success at the university. Qualitative data also point to the types of activities developed among peers and the bonds established beyond tutoring and its benefits, from the perspective of both groups. The difficulties faced in the interaction between the students were also considered, as well as the aspects that can be improved in the Program as a whole and the barriers to inclusion that students with SEN face in their academic daily life, with attitudinal being the most cited among them. In the discussion of the results, we can infer that the performance of inclusive tutoring presents relevant contributions to the promotion of the inclusion of students with SEN and encourages the development of new knowledge for tutors, providing conditions for permanence and academic success for tutors, ensuring the right of access to the teaching under equal conditions, in addition to enhancing the learning of both. As a research product, the Guide to Practices and Techniques for Inclusive Tutoring was developed, which sought to respond to the main demands raised by Tutors regarding the exercise of the tutoring activity.