Direito à educação e ensino superior: o caso da Universidade Federal do Espírito Santo – unidade de Alegre

• Ano de defesa: 2019
• Autor(a) principal: Mendonca, Gisele Aparecida Mezabarba
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Educação inclusiva; Ensino superior; Educação especial; Inclusive education; Higher education; Special education; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/13848

The research sought to understand the implementation of the special education politics at the Universidade Federal do Espírito Santo – Unidade de Alegre, regarding access and permanence of students with disabilities, global developmental disorders and high skills / giftedness. To this end, we aim to identify the actions developed by Ufes / Alegre in relation to the inclusion of students target audience of special education; to investigate the work of attendance to the students target of the special education in Ufes / Alegre; analyze the guiding documents of the special education politics at Ufes, with a view to understanding how students with disabilities have been assisted by Ufes / Alegre; Understand through teachers' vision the inclusion of students with disabilities, global developmental disorders and high skills / giftedness. Assumes as theoretical assumption the authors who analyze the public politics of special education for the inclusion of students with disabilities, global developmental disorders and high skills / giftedness, the historical and legal aspects that deal with the right to education of this public and higher education. Therefore, the case study was developed, in a qualitative perspective, through the application of a questionnaire and semi-structured interview with the research subjects. It was found that the process that includes access and retention of students targeted by special education at Ufes / Alegre was the result of a broader process that reflects the politics for education in federal higher education institutions. We also identified that the meanings attributed to the care of PAEE students in the Alegre unit, in the teaching view, assume different meanings, since they reflect the view of a heterogeneous group, with varied academic backgrounds and professional experiences