Educomunicação como tecnologia assistiva: caminhos à efetivação do direito à educação da pessoa com diversidade funcional no ensino superior

• Ano de defesa: 2019
• Autor(a) principal: Hoppe, Barbara Chiodini Axt
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Direito; UFSM; Programa de Pós-Graduação em Direito; Centro de Ciências Sociais e Humanas
• Palavras-chave em Português: Acessibilidade; Educomunicação como tecnologia assistiva; Inclusão social; Pessoas com diversidade funcional; Sociedade em rede; Accessibility; Educommunication as assistive technology; Networked society; People with functional diversity; Social inclusion; CNPQ::CIENCIAS SOCIAIS APLICADAS::DIREITO
• Link de acesso: http://repositorio.ufsm.br/handle/1/18474

The present research proposes to give visibility to a new potentiality of accessibility to the Brazilian higher education of the people with functional diversity. Observed the gap existing in the specialized regulations when developing the research problem: What are the obstacles and perspectives for educommunication as an assistive technology, presenting itself as a mechanism of instrumentalization for the realization of the right to education, beyond the access to higher education and, yes, for inclusion, permanence, participation and learning inserted in an educational system really inclusive? And, from the hypothesis testing: that the praxis of educommunication as possible assistive technology, aiming at accessibility, could potentiate integral formation and social development. Hypothesis confirmed at the theoretical-conceptual level and within the scope of strategic and institutional objectives, since the realization of the right to education in human rights, perfectibilized by the implementation of improvement of communicative ecosystems of educational spaces and university management education systems, by praxis educommunication as assistive technology, can be instrumentalized as a) technical assistance for education, with a focus on the individual of assistive technology for communication and access to information, as well as, b) a culture of accessibility, focusing on individuals and society, for the awareness and planning of public and institutional policies to equate opportunities for access, permanence, participation and real learning. The perspective that is presented as possible after the data collection of two fronts, using a mixed method approach, the sequential explanatory design, which allowed the collection of i) secondary and primary quantitative data, aiming at a general understanding of the problem and ii) of qualitative data that could refine and explain the descriptive statistical results presented in the representative empirical case study carried out with the population of the Federal University of Santa Maria / RS. The secondary quantitative data were unified in showing a fragility in the development of public policies aimed at people with functional diversity, even though Brazil is among the countries that most include in Latin America, since it was found that guaranteeing rights in the normative body, such as universalization of access to higher education is only the first step towards the realization of a truly inclusive education. Mainly in the network society, where one can not lose the possibility of being heard and now part of the planning of actions and / or public policies for true social inclusion.