O enfrentamento dos desafios à permanência das pessoas com deficiência no ensino superior brasileiro: um estudo da realidade dos cursos de graduação do CCJS/UFCG

• Ano de defesa: 2023
• Autor(a) principal: Sousa, Iarley Pereira de
• Orientador(a): Zoboli, Fabio
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Campina Grande (PB); Ensino superior; Educação inclusiva; Pessoas com deficiência; Educação superior; Programas de ações afirmativas; Ações afirmativas
• Palavras-chave em Inglês: Inclusive education; University education; Disabled people; Affirmative actions
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18444

In Brazil, Law No. 12,711/12 is in force, which establishes rules for the quota system for higher and technical education. On December 28, 2016, Law No. 13,409 is published, amending Law No. 12,711/12, to include people with disabilities among those benefited by the law. This represents an important achievement for this group historically victimized by social exclusion. However, the Brazilian higher education census points out that, in 2016, the dropout rate of people with disabilities in higher education was 27%. The UN Declaration on Education and Training in the Matter of Human Rights, of February 12, 2012, presents constitutive milestones of education (accessibility, acceptability, availability, adaptability). This research intends to answer the question: Would the implementation of inclusive education at CCJS/UFCG, considering the constitutive milestones, be one of the challenges for people with disabilities to remain in their undergraduate courses? Faced with this problem, the thesis is defended that the possible absence of the implementation of the constitutive milestones for inclusive education would be a challenge to the permanence of students with disabilities in CCJS/UFCG courses. The general objective of the research is to analyze whether the way in which inclusive education is practiced in CCJS/UFCG undergraduate courses presents itself as a challenge for the permanence of people with disabilities in these same courses. The specific objectives are: to discuss the history of inclusive education and its legal bases, nationally and internationally; identify the main challenges perceived by students with disabilities in CCJS/UFCG undergraduate courses, whether they come from the quota system or not, and discuss the implementation of affirmative policies for people with disabilities within the UFCG. As for the approach, the research is qualitative. As for the type, the research is descriptive. Two data collection instruments were chosen: a semi-structured interview, following the concept of a comprehensive interview, proposed by Kaufmann (2013) and a questionnaire that will address the milestones of inclusive education. The sample is divided into four groups: students with disabilities (04 participants), graduates with disabilities (02 participants), dropped out students (02 participants), servants in the Accessibility and Inclusion Center (02 participants). We proceeded with the thematic analysis of the data. As a result, it was found that the inclusive education practiced at the CCJS/UFCG does not meet all the constitutive milestones. There is an effort regarding accessibility, specifically, transitability, but in other aspects, there are deficiencies. And this is a great challenge for the permanence of people with disabilities in their courses. However, this factor was not pointed out as a reason for the evasion of these students, but socioeconomic issues. There is a close relationship between disability and social inequality, due to the exclusion and segregation suffered by these citizens. It is intended that the results presented can help people with disabilities in view of their permanence in public higher education, through the elaboration of a proposal to face the identified challenges to be offered to UFCG, in addition to presenting a contribution to the universe of discussion on the educational rights of people with disabilities and Education, as a science and a profession.