Política de inclusão para pessoas com deficiência na Universidade Federal do Rio Grande do Norte: o que revelam as normativas institucionais?

• Ano de defesa: 2019
• Autor(a) principal: Silva, Jardiel Oliveira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Pessoas com deficiência; Acessibilidade; Educação superior; Inclusão; Legislação brasileira –; Educação inclusiva; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/28904

The process of institutionalization of educational policies in response to the claiming movements (civil society and international agreements) in favor of the inclusion of people with disabilities impacted on democratic and egalitarian educational care, motivating the elaboration of laws, decrees, ordinances and other normative documents that guide the construction of educational services in an inclusive manner. However, it is necessary to monitor the actions implemented in practice and analyze the compatibility of normative discourse with what is being proposed in educational institutions, especially with regard to higher education. Adopting a qualitative approach through an exploratory and documentary study aims to analyze the actions and developments of the policy of inclusion of people with disabilities at the Federal University of Rio Grande do Norte State (UFRN). The data were collected from the Brazilian legislation focused on current inclusive education and the selection and analysis of the rules approved by the UFRN superior collegiate. For analysis, based on Bardin's (1977) framework, four categories were proposed entitled dimensions of accessibility and classification of institutional documents on the subject: Attitudinal Accessibility, Architectural Accessibility, Communicational Accessibility and Pedagogical Accessibility. The results signaled the compatibility between the normative discourse on inclusive education proposed by the policies at the national level and implemented at UFRN, however, gaps were identified in the unfolding of the actions for inclusion and accessibility, considered natural from the developing process whose constructive criticism will collaborate with the improvement of future management goals. Finally, the educational accessibility of people with disabilities at UFRN has shown progress, reflecting on actions compatible with what is currently established in the Brazilian legal system.