Autonomia nos processos de aprendizagem de estudantes com deficiência na educação superior

• Ano de defesa: 2018
• Autor(a) principal: Messerschmidt, Danieli Wayss
• 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: Educação superior; Inclusão; Estudantes com deficiência; Autonomia; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/16061

This research was developed in the Professional Master's Degree of the Postgraduate Studies Program in Public Policy and Educational Management at Federal University of Santa Maria (FUSM), on the research line referred to Pedagogical Management and Educational Contexts. Presents as research general theme the deepened study related to the inclusion of students with disabilities on higher education. The investigation had characterizing the pedagogical practices which favor the autonomy on students with disabilities learning on higher education as the goal and, from these narratives, verifying/discussing/systematizing/proposing parameters to the elaboration of a didactical-pedagogical orientation instrument that attends the academic community specificities. The data collection occurred in a federal institution of higher education in the interior of the state of Rio Grande do Sul, in two university units, which cover the largest number of admission by the quotas system for people with disabilities. From these units four (4) students were interviewed, being two from the Human and Social Sciences Center and two from Health Sciences Center. The interviews were transcripted and analized with the Contents Analysis technique. The research empirical data was organized a priori based on the study goals with crossed analysis of the interview questions. Thus, were extracted two main categories: "Disability and inclusion processes in higher education" and "Autonomy and pedagogical practices" and the following sections: "Inclusion and disability on higher education: reflections beyond the legal access"; "About what students are we talking about?"; "Specificitie, disability and inclusion on higher education"; "Autonomy in the students with disabilities learning: the pedagogical pratices in higher education [im]possibilities"; "Challenges and circumstances on learning"; "Influence of higher education pedagogical practices on students with disabilities learning"; "Parameters to the elaboration of a didactical-pedagogical orientation instrument". In the light of the systemic thought and the Biology of Knowing theory, from Humberto Maturana, the students narratives allow concluding that the pedagogical practices are about the acessibility dimensions. Thus, three main ones were evidenced, which are: architectural, emphasizing the access to an adapted restroom, access ramp to the building, elevator, wide doors, good lighting, ramps to the library etc.; Methodological through the visual, hearing and practical (synesthesical) strategies; and Attitudinal, referring to not having prejudice, discrimination and stigmas related to the disability in question. Evidencing, mainly, the professor avaliability producing dignified and effective pedagogical practices, boosting the autonomy in academic learning inherent to the higher education. As the result from this research parameters were elaborated, which were organized from four axes: Organizational structure; Political Pedagogical Project; Continued graduation; and Inclusion actions strenghtening. These parameters can guide the pedagogical pratice aswell as be the orientation to conceive a non-linear curriculum, meeting the academic community specificities.