Plano de acompanhamento pedagógico na educação superior: estratégia de inclusão

• Ano de defesa: 2020
• Autor(a) principal: Pereira, Paula Lidiane Cezar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Plano de acompanhamento pedagógico; Educação superior; Público-alvo da educação especial; Estratégias; Pedagogical monitoring plan; Higher education; Target audience of special education; Strategies; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/22983

This research, which is linked to the Special Education Research Line, inclusion and difference of the Postgraduate Program in Education - LP3, deals with pedagogical support to students appointed as the target audience of Special Education, according to the legislation in force (BRASIL, 2008) in Higher Education. The objective of the study is to raise reflections on the actions / strategies established and developed from the Pedagogical Monitoring Plan for target students of Special Education in Higher Education, aiming at the quality of permanence and the conclusion of the graduation course. The methodological path was characterized by a qualitative approach in the stage of data collection and analysis. The locus of the investigation was a federal public institution of Higher Education, intentionally selected because it uses the Pedagogical Monitoring Plan. It was found that this plan is developed based on the demands of students who have the support of a multidisciplinary team. The strategies defined for them to be able to complete the course include suggestions for adaptations, guidelines and specific interventions in the training area. These are strategies presented in the individual Pedagogical Support Plan. However, it is noteworthy that the plan itself can be considered the inclusion strategy. It is concluded that the integration in an graduation course consists of different processes, which require a personal investment in the long term and, when an obstacle occurs, pedagogical support can be the device that favors the successful conclusion of the graduation course.