Um estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processo
Ano de defesa: | 2019 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/18641 |
Resumo: | This research proposal on the evaluation practices aimed at students with disabilities in Higher Education: meta-evaluation as a process has been focused on the following questions: how are university spaces being structured to receive students with disabilities? How do professors organize themselves in the question of evaluation processes, in the methodologies, in the didactics used in day-to-day classes for students with disabilities? Which evaluation procedures are more specific and pertinent to students with disabilities in Higher Education who are aware of an ongoing process of learning, critical and quality? What programs support these students for their stay in the gym spaces until the conclusion of the chosen course? Why do many students feel excluded and disrespected in their uniqueness? Why is there society's difficulty in recognizing diversity? Why do many students with disabilities leave university halls without completing the course? What do teachers and coordinators think about the expectation for the entry of disabled students into the job market? Based on these concerns, the following research problem was organized: Do evaluative practices of professors in Higher Education contribute to an effective evaluation of the learning process of students with disabilities? Thus, the general objective of this research is to analyze the evaluation practices aimed at students with disabilities in Higher Education. The first stage of the investigation involves organizing a theoretical framework capable of supporting interpretation and reflection on the data obtained. Evaluation, meta-evaluation, meaningful learning, inclusive education, evaluative processes and other pertinent topics to the study are presented in the summary. The second stage comprises empirical research. The information was obtained by means of a questionnaire addressed to all the coordinators and to all the professors of three Teaching Centers of the Federal University of Santa Maria (UFSM). These centers were selected because they received a significant number of students with disabilities in the year 2018 in their undergraduate courses. The analysis of the collected data was performed through the meta-evaluation process, suggested by the Joint Committee (2011), with support in the content analysis, by Bardin (2011), more specifically with the categorical technique. Professors have shown that they are mostly fit and are being instrumental in working with students with disabilities. Among these professors, there were demonstrations about the fact that they were not prepared to work with students with disabilities, revealing difficulties with this universe of students arriving at university banks today. This analysis allowed us to conclude that the inclusion of students with disabilities in ES includes access (guaranteed by law), permanence (with institution guarantees in the provision of resources) and completion / graduation (with the possibility of evaluation being considered by the pathways of the meta evaluation). The results obtained from this study, far from being conclusive, offer suggestions for social inclusion, starting from undergraduate courses, to attend students with disabilities and the insertion of these subjects in society. It is intended that the data generated in this research will enable higher education institutions to problematize policies and conditions put in place for their effectiveness, contributing to a reflection on the effects of evaluative practices in the acquisition of knowledge of students with disabilities. |
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2019-10-22T14:06:57Z2019-10-22T14:06:57Z2019-06-06http://repositorio.ufsm.br/handle/1/18641This research proposal on the evaluation practices aimed at students with disabilities in Higher Education: meta-evaluation as a process has been focused on the following questions: how are university spaces being structured to receive students with disabilities? How do professors organize themselves in the question of evaluation processes, in the methodologies, in the didactics used in day-to-day classes for students with disabilities? Which evaluation procedures are more specific and pertinent to students with disabilities in Higher Education who are aware of an ongoing process of learning, critical and quality? What programs support these students for their stay in the gym spaces until the conclusion of the chosen course? Why do many students feel excluded and disrespected in their uniqueness? Why is there society's difficulty in recognizing diversity? Why do many students with disabilities leave university halls without completing the course? What do teachers and coordinators think about the expectation for the entry of disabled students into the job market? Based on these concerns, the following research problem was organized: Do evaluative practices of professors in Higher Education contribute to an effective evaluation of the learning process of students with disabilities? Thus, the general objective of this research is to analyze the evaluation practices aimed at students with disabilities in Higher Education. The first stage of the investigation involves organizing a theoretical framework capable of supporting interpretation and reflection on the data obtained. Evaluation, meta-evaluation, meaningful learning, inclusive education, evaluative processes and other pertinent topics to the study are presented in the summary. The second stage comprises empirical research. The information was obtained by means of a questionnaire addressed to all the coordinators and to all the professors of three Teaching Centers of the Federal University of Santa Maria (UFSM). These centers were selected because they received a significant number of students with disabilities in the year 2018 in their undergraduate courses. The analysis of the collected data was performed through the meta-evaluation process, suggested by the Joint Committee (2011), with support in the content analysis, by Bardin (2011), more specifically with the categorical technique. Professors have shown that they are mostly fit and are being instrumental in working with students with disabilities. Among these professors, there were demonstrations about the fact that they were not prepared to work with students with disabilities, revealing difficulties with this universe of students arriving at university banks today. This analysis allowed us to conclude that the inclusion of students with disabilities in ES includes access (guaranteed by law), permanence (with institution guarantees in the provision of resources) and completion / graduation (with the possibility of evaluation being considered by the pathways of the meta evaluation). The results obtained from this study, far from being conclusive, offer suggestions for social inclusion, starting from undergraduate courses, to attend students with disabilities and the insertion of these subjects in society. It is intended that the data generated in this research will enable higher education institutions to problematize policies and conditions put in place for their effectiveness, contributing to a reflection on the effects of evaluative practices in the acquisition of knowledge of students with disabilities.Esta proposta de investigação sobre as práticas avaliativas direcionadas aos estudantes com deficiência no Ensino Superior: a meta-avaliação como processo está focada nas seguintes indagações: como os espaços universitários estão se estruturando para receber os estudantes com deficiência? Como os docentes se organizam na questão dos processos avaliativos, nas metodologias, na didática usada em aulas no dia a dia para os estudantes com deficiência? Que procedimentos avaliativos são mais específicos e pertinentes aos estudantes com deficiência, no Ensino Superior, que deem conta de um processo contínuo de aprendizagem, crítico e de qualidade? Que programas amparam esses estudantes para a sua permanência nos espaços da academia até a conclusão do curso escolhido? Por que muitos estudantes se sentem excluídos e desrespeitados em sua singularidade? Por que existe a dificuldade da sociedade em reconhecer a diversidade? Por que muitos estudantes com deficiência abandonam as salas universitárias, sem concluir o curso? O que pensam os docentes e coordenadores sobre a expectativa para a entrada no mercado de trabalho dos estudantes com deficiência que concluem o curso? A partir dessas preocupações, organizou-se o seguinte problema de pesquisa: As práticas avaliativas dos docentes no Ensino Superior, contribuem para uma avaliação eficaz do processo de aprendizagem dos estudantes com deficiências? Assim, o objetivo geral desta pesquisa propõe-se a analisar as práticas avaliativas direcionadas aos estudantes com deficiência no Ensino Superior. O primeiro momento da investigação compreende organizar um referencial teórico capaz de dar suporte à interpretação e à reflexão sobre os dados obtidos. São abordados os temas avaliação, meta-avaliação, aprendizagem significativa, educação inclusiva, processos avaliativos e outras temáticas pertinentes ao estudo, apresentadas no sumário. A segunda etapa compreende a pesquisa empírica. As informações foram obtidas por meio de um questionário dirigido a todos os coordenadores e a todos os docentes de três Centros de Ensino da Universidade Federal de Santa Maria (UFSM). Esses centros foram selecionados por terem recebido um número expressivo de estudantes com deficiência no ano de 2018 em seus cursos de graduação. A análise dos dados coletados foi realizada por meio do processo de meta-avaliação, sugerida pelo Joint Comitte (2011), com amparo na análise de conteúdo, de Bardin (2011), mais especificamente com a técnica categorial. Os docentes demonstraram estarem aptos, na sua maioria, e estão se instrumentalizando para trabalhar com casos de estudantes com deficiência. Entre esses professores, ocorreram manifestações sobre o fato de não estarem preparados para trabalhar com estudantes com deficiência, revelando dificuldades com esse universo de estudantes que chegam aos bancos universitários na atualidade. Essa análise permitiu concluir que a inclusão de estudantes com deficiência no ES, inclui o acesso (garantido por lei), a permanência (com garantias da instituição na oferta de recursos) e conclusão/diplomação (com a possibilidade de a avaliação ser considerada pelas vias da meta avaliação). Os resultados obtidos com este estudo, longe de serem conclusivos, levantam sugestões para uma inclusão social, a partir dos cursos de graduação, para atender os estudantes com deficiência e a inserção desses sujeitos na sociedade. Pretende-se, com isso, que os dados gerados nesta pesquisa possibilitem às instituições de Ensino Superior problematizar políticas e condições postas para sua efetivação, contribuindo para uma reflexão sobre os efeitos das práticas avaliativas na aquisição de conhecimentos do estudante com deficiência.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAvaliaçãoEnsino superiorInclusãoMeta-avaliaçãoEvaluationHigher educationInclusionMeta-evaluationCNPQ::CIENCIAS HUMANAS::EDUCACAOUm estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processoA study on evaluation practices for students with disabilities in higher education: the meta-evaluat ion as a processinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPavão, Sílvia Maria de Oliveirahttp://lattes.cnpq.br/6934897603622261Negrini, Tatianehttp://lattes.cnpq.br/6375749355117140Peranzoni, Vaneza Caudurohttp://lattes.cnpq.br/4198889976469934Menezes, Eliana da Costa Pereira dehttp://lattes.cnpq.br/5996369654576945Freitas, Cláudia Rodrigues dehttp://lattes.cnpq.br/5266827280052272http://lattes.cnpq.br/5905905676083009Souza, Carmen Rosane Segatto e7008000000066004c183ab0-9c3e-4891-bad4-8943e54ebcf1d60fc973-6410-4e72-b81b-7e8ef816b595e6a2f4ac-56f0-4a53-aa25-86dbaf585aa332be62a8-d170-4008-99e0-817e42e4431d459a7e2c-31f3-48fc-a06d-0b5ab40fdfaea503b010-2dc6-45ab-9742-48759306884dreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2019_SOUZA_CARMEN.pdfTES_PPGEDUCACAO_2019_SOUZA_CARMEN.pdfTese de Doutoradoapplication/pdf1425169http://repositorio.ufsm.br/bitstream/1/18641/1/TES_PPGEDUCACAO_2019_SOUZA_CARMEN.pdfea56acc82ccc4a42e60087d2568fce1bMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Um estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processo |
dc.title.alternative.eng.fl_str_mv |
A study on evaluation practices for students with disabilities in higher education: the meta-evaluat ion as a process |
title |
Um estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processo |
spellingShingle |
Um estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processo Souza, Carmen Rosane Segatto e Avaliação Ensino superior Inclusão Meta-avaliação Evaluation Higher education Inclusion Meta-evaluation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Um estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processo |
title_full |
Um estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processo |
title_fullStr |
Um estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processo |
title_full_unstemmed |
Um estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processo |
title_sort |
Um estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processo |
author |
Souza, Carmen Rosane Segatto e |
author_facet |
Souza, Carmen Rosane Segatto e |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pavão, Sílvia Maria de Oliveira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6934897603622261 |
dc.contributor.referee1.fl_str_mv |
Negrini, Tatiane |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6375749355117140 |
dc.contributor.referee2.fl_str_mv |
Peranzoni, Vaneza Cauduro |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4198889976469934 |
dc.contributor.referee3.fl_str_mv |
Menezes, Eliana da Costa Pereira de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5996369654576945 |
dc.contributor.referee4.fl_str_mv |
Freitas, Cláudia Rodrigues de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/5266827280052272 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5905905676083009 |
dc.contributor.author.fl_str_mv |
Souza, Carmen Rosane Segatto e |
contributor_str_mv |
Pavão, Sílvia Maria de Oliveira Negrini, Tatiane Peranzoni, Vaneza Cauduro Menezes, Eliana da Costa Pereira de Freitas, Cláudia Rodrigues de |
dc.subject.por.fl_str_mv |
Avaliação Ensino superior Inclusão Meta-avaliação |
topic |
Avaliação Ensino superior Inclusão Meta-avaliação Evaluation Higher education Inclusion Meta-evaluation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Evaluation Higher education Inclusion Meta-evaluation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research proposal on the evaluation practices aimed at students with disabilities in Higher Education: meta-evaluation as a process has been focused on the following questions: how are university spaces being structured to receive students with disabilities? How do professors organize themselves in the question of evaluation processes, in the methodologies, in the didactics used in day-to-day classes for students with disabilities? Which evaluation procedures are more specific and pertinent to students with disabilities in Higher Education who are aware of an ongoing process of learning, critical and quality? What programs support these students for their stay in the gym spaces until the conclusion of the chosen course? Why do many students feel excluded and disrespected in their uniqueness? Why is there society's difficulty in recognizing diversity? Why do many students with disabilities leave university halls without completing the course? What do teachers and coordinators think about the expectation for the entry of disabled students into the job market? Based on these concerns, the following research problem was organized: Do evaluative practices of professors in Higher Education contribute to an effective evaluation of the learning process of students with disabilities? Thus, the general objective of this research is to analyze the evaluation practices aimed at students with disabilities in Higher Education. The first stage of the investigation involves organizing a theoretical framework capable of supporting interpretation and reflection on the data obtained. Evaluation, meta-evaluation, meaningful learning, inclusive education, evaluative processes and other pertinent topics to the study are presented in the summary. The second stage comprises empirical research. The information was obtained by means of a questionnaire addressed to all the coordinators and to all the professors of three Teaching Centers of the Federal University of Santa Maria (UFSM). These centers were selected because they received a significant number of students with disabilities in the year 2018 in their undergraduate courses. The analysis of the collected data was performed through the meta-evaluation process, suggested by the Joint Committee (2011), with support in the content analysis, by Bardin (2011), more specifically with the categorical technique. Professors have shown that they are mostly fit and are being instrumental in working with students with disabilities. Among these professors, there were demonstrations about the fact that they were not prepared to work with students with disabilities, revealing difficulties with this universe of students arriving at university banks today. This analysis allowed us to conclude that the inclusion of students with disabilities in ES includes access (guaranteed by law), permanence (with institution guarantees in the provision of resources) and completion / graduation (with the possibility of evaluation being considered by the pathways of the meta evaluation). The results obtained from this study, far from being conclusive, offer suggestions for social inclusion, starting from undergraduate courses, to attend students with disabilities and the insertion of these subjects in society. It is intended that the data generated in this research will enable higher education institutions to problematize policies and conditions put in place for their effectiveness, contributing to a reflection on the effects of evaluative practices in the acquisition of knowledge of students with disabilities. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-10-22T14:06:57Z |
dc.date.available.fl_str_mv |
2019-10-22T14:06:57Z |
dc.date.issued.fl_str_mv |
2019-06-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/18641 |
url |
http://repositorio.ufsm.br/handle/1/18641 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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