Mulheres discentes com deficiência : uma análise política da política de inclusão e acessibilidade da Universidade Federal da Paraíba

• Ano de defesa: 2024
• Autor(a) principal: Bezerra, Andreza Vidal
• 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
• Palavras-chave em Português: Estudos feministas - deficiência; Mulher discente; Interseccionalidade; Educação superior; Inclusão e acessibilidade; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/63080

Throughout the history of humanity, different derogatory paradigms have emerged about what disability is, and they still manifest themselves today through ableist attitudes that marginalize people with disabilities. In the context of this dissertation, we base ourselves on the theoretical assumptions of Feminist Disability Studies, which propose challenging conceptions that label and inferiorize people with disabilities from an intersectional perspective, since the intertwining of different identity markers results in an intensification of human vulnerabilities. Based on these assumptions, this research aimed to analyze the conceptions of women students with disabilities about inclusion and accessibility at the Universidade Federal da Paraíba (UFPB), in the light of its institutional policies. In order to achieve this goal, we used a qualitative approach, carrying out bibliographical and documentary research on women, disability and higher education, as well as applying a questionnaire disseminated at UFPB, the locus of this study, in order to characterize the institution's female students with disabilities from an intersectional perspective. Finally, using the Thematic Oral History methodology, we conducted interviews with six women students with disabilities, whose narratives were analyzed using Dialogic Discourse Analysis. The results indicate that women students with disabilities face challenges related to subordination from the moment they choose a course, throughout their academic career, and also when they enter the job market; There is a predominance of research on women students with disabilities in the Northeast and South regions of the country; There is a lack of studies investigating the experiences of women students with disabilities in higher education; There has been progress in the inclusion of intersectionality as an integral part of the experience of disability in guiding and normative documents; There are signs of efforts by different subjects and groups to make UFPB a more equitable institution for all people; There are under-representations within the group of women students with disabilities, such as those who are black, quilombola, indigenous or LGBTQIAPN+ at UFPB. Based on these results, and also on the speeches of the research participants, we conclude that women students with disabilities are continually affected by countless obstacles stemming from a society that is notoriously ableist, sexist, racist, lgbtphobic, among other forms of oppression which, when intersecting, constitute obstacles to access, permanence, participation and learning within the scope of Higher Education. Based on Feminist Disability Studies, we consider it essential not only to draw up and implement institutional inclusion and accessibility policies, but also to adopt transformative attitudes committed to the anti-capacity struggle from an intersectional perspective, thus making the university a truly welcoming space for all people.