Inclusão de estudantes com deficiência nas instituições de ensino superior públicas de Foz do Iguaçu-PR: perspectivas e desafios dos docentes

• Ano de defesa: 2020
• Autor(a) principal: Rossi, Kátia Biff
• Orientador(a): Góes, Eliane Pinto de
• Banca de defesa: Zilly, Adriana , Bondezan, Andreia Nakamura , Svoboda, Walfrido Kuhl
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Inclusão; Ensino superior; Deficiência
• Palavras-chave em Inglês: Inclusion; Higher education; Deficiency
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.unioeste.br/handle/tede/5298

Within the scope of Brazilian higher education, inclusive policies have been highlighting that Universities need to be prepared to support the students’ diversity and needs. Considering current laws and regulations by the State, it is observed that few students are included in this process and, in practice, there is evidence that Higher Education Institutions still find it very difficult to comply with this demand. This research has the objective of investigating these policies, programs and institutional practices, related to the inclusion of disabled students and identifying inclusion in Public Institutions of Higher Education in the city of Foz do Iguaçu / PR. This is a qualitative study. Data collection took place in the first semester of 2019, through a semi structured interview applied to the teachers of the 03 public institutions in Foz do Iguaçu. For the analysis of qualitative data, the Discourse of the Collective Subject (DCS) was used. This method consists of organizing data of a verbal nature through individual opinions or expressions obtained in writing, which have similarities between them. A total of 13 teachers between the age of 20 and 63 years old were interviewed, 08 male and 05 female. Their teaching time in higher education ranged from 1 to 31 years of experience, besides, all of them affirmed not receiving any training/capacitation from the institutions to work with students with disabilities in the classroom. From de DCS’s it was noted that teachers find it difficult to prepare materials that facilitate the learning of these students, besides needing more time for dedication to students with disabilities. Still, it was observed that these teachers point out flaws in relation to their academic education and the need to receive this type of training. With this research, it can be seen that there is still a lot to evolve concerning the inclusion of people with disabilities in higher education. Although there is legal support that guarantees the elimination of barriers to the entry of people with disabilities in universities, it is still notable that Higher Education Institutions, teachers and managers are not prepared either supported enough to guarantee this quality during disabled students’ academic life. It is expected that the results of this research may contribute to improvements in the working conditions of teachers in relation to teaching students with disabilities in Higher Education Institutions and, furthermore, contribute to improving accessibility conditions, thus allowing these students to remain in higher education.