O capital social e cultural na trajetória de acesso de pessoas com deficiência à Educação Superior

• Ano de defesa: 2019
• Autor(a) principal: Silva, Kezia Cortez da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Trajetórias educativas; Pessoas com deficiência; Educação superior; Educational trajectories; People with disabilities; Higher education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/19073

The effective presence of people with disabilities in higher education, admitted through the quota policy, requires the consideration and understanding of their demands, needs and singularities. Therefore, the objective of this paper is to analyze the contributions of social and cultural capital in the journey of these people towards college education, specifically at the Federal University of Paraíba, campus I. In order to understand the journey of these subjects towards college admission, we collected in a panoramic way the historical and paradigmatic periods elapsed, culminating with the actual inclusive paradigm. Next, we present an analysis of the inclusive policies for people with disabilities in education, specifically college education at UFPB, during the globalization insurgency in the mid 1990’s. In this context, the sample space of the research was selected: six students with different disabilities, attending different degrees with academic admissions in the period of 2013-2016. Regarding the methodology, a qualitative research in an interpretative method was chosen, performing narrative interviews as a specific technique of data collection and analysis, according to the format given by the German sociologist Fritz Schutze. Based on data collected and theoretical assumptions of Pierre Bourdieu in which we rely on, we infer that the social capital built by the research subjects had the function of boosting their trajectory and redirect them towards admission in college education. Likewise, the cultural capital acquired through acculturation has contributed towards the school success of these subjects, although in unequal measures, justified by the presence of distinctive elements. Also according to data collection, a modal trajectory pertinent to these admissions was noted, which indicates that people with disabilities follow school paths that resemble both in challenges and problems faced, as well as the confrontational strategies and victories experienced.