Um estudo sobre práticas avaliativas direcionadas aos estudantes com deficiência no ensino superior: a meta-avaliação como processo

• Ano de defesa: 2019
• Autor(a) principal: Souza, Carmen Rosane Segatto e
• Tipo de documento: Tese
• 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: Avaliação; Ensino superior; Inclusão; Meta-avaliação; Evaluation; Higher education; Inclusion; Meta-evaluation; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/18641

This research proposal on the evaluation practices aimed at students with disabilities in Higher Education: meta-evaluation as a process has been focused on the following questions: how are university spaces being structured to receive students with disabilities? How do professors organize themselves in the question of evaluation processes, in the methodologies, in the didactics used in day-to-day classes for students with disabilities? Which evaluation procedures are more specific and pertinent to students with disabilities in Higher Education who are aware of an ongoing process of learning, critical and quality? What programs support these students for their stay in the gym spaces until the conclusion of the chosen course? Why do many students feel excluded and disrespected in their uniqueness? Why is there society's difficulty in recognizing diversity? Why do many students with disabilities leave university halls without completing the course? What do teachers and coordinators think about the expectation for the entry of disabled students into the job market? Based on these concerns, the following research problem was organized: Do evaluative practices of professors in Higher Education contribute to an effective evaluation of the learning process of students with disabilities? Thus, the general objective of this research is to analyze the evaluation practices aimed at students with disabilities in Higher Education. The first stage of the investigation involves organizing a theoretical framework capable of supporting interpretation and reflection on the data obtained. Evaluation, meta-evaluation, meaningful learning, inclusive education, evaluative processes and other pertinent topics to the study are presented in the summary. The second stage comprises empirical research. The information was obtained by means of a questionnaire addressed to all the coordinators and to all the professors of three Teaching Centers of the Federal University of Santa Maria (UFSM). These centers were selected because they received a significant number of students with disabilities in the year 2018 in their undergraduate courses. The analysis of the collected data was performed through the meta-evaluation process, suggested by the Joint Committee (2011), with support in the content analysis, by Bardin (2011), more specifically with the categorical technique. Professors have shown that they are mostly fit and are being instrumental in working with students with disabilities. Among these professors, there were demonstrations about the fact that they were not prepared to work with students with disabilities, revealing difficulties with this universe of students arriving at university banks today. This analysis allowed us to conclude that the inclusion of students with disabilities in ES includes access (guaranteed by law), permanence (with institution guarantees in the provision of resources) and completion / graduation (with the possibility of evaluation being considered by the pathways of the meta evaluation). The results obtained from this study, far from being conclusive, offer suggestions for social inclusion, starting from undergraduate courses, to attend students with disabilities and the insertion of these subjects in society. It is intended that the data generated in this research will enable higher education institutions to problematize policies and conditions put in place for their effectiveness, contributing to a reflection on the effects of evaluative practices in the acquisition of knowledge of students with disabilities.