Inclusão de pessoas com deficiência no ensino superior: equidade nos processos avaliativos

• Ano de defesa: 2024
• Autor(a) principal: Souza, Liara Londero de
• 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 Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Avaliação; Ensino superior; Inclusão; Assessment; Higher education; Inclusion; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33490

The 1988 Federal Constitution establishes the right to education as a universal principle and a responsibility of the State. Within this framework, the inclusion of People with Disabilities (PwD) in higher education is a right that must be ensured for this population. Consequently, this study focused on the processes of assessment and academic registration for PwD within Federal Higher Education Institutions (FHEI) located in the state of Rio Grande do Sul. The research approach was dialectical, emphasizing the understanding of contradictions and conflicts inherent to social relationships and the societal structure. Guided by this theoretical perspective, the study aimed to analyze how FHEI in Rio Grande do Sul conceive and implement their inclusion processes, particularly those related to assessment, academic records, retention, and dropout rates of students with disabilities. A qualitative methodology was employed, facilitating an analysis integrated within the context of public higher education, where democratized access is promoted by affirmative action policies. Findings indicate that FHEI have been making concerted efforts to promote inclusive education by establishing institutional policies to support these students, while recognizing in their planning the ongoing need for improvement in this area. Despite efforts, they face constraints in human and material resources and the challenge of cultivating an inclusive culture within their institutions. Nevertheless, substantial efforts are still required to transform historically exclusive spaces into environments that embrace diversity, foster respect, and value individual differences.