Perspectivas de estudantes público-alvo da educação especial sobre facilitadores e barreiras nas universidades públicas de Mato Grosso do Sul

Abstract

In the public policies context, based on current legislation focused on access and permanence in higher education, the process of recognition and effective participation of university students Special Education Target Audience (PAEE) has presented challenges that incite discussions and investigations, especially in the areas of Education and Special Education. In this scenario, the general objective of this study was to identify, analyze and discuss elements that constitute barriers and / or facilitators, which, from the perspective of PAEE university students, present themselves in their academic training paths within the Public Institutions of Higher Education in Mato Grosso do Sul (IPES-MS). Based on the study participants’ reports and institutional documents of the IPES-MS, the specific objectives were to identify and describe support mechanisms for their entry into higher education; to know the actions, services and resources available for their staying and academic training; to identify and describe the challenges they face in their academic career at the university. In this sense, the research consisted in a qualitative approach, in an exploratory-descriptive way. Using the focal group technique for the data collection, five meetings were held in the three campuses of the IPES-MS: State University of Mato Grosso do Sul; Federal University of Grande Dourados and Federal University of Mato Grosso do Sul. The collected data, analyzed through content analysis, enabled the identification of eight categories on the subject, namely: 1) the admission of PAEE students in IPES; 2) access to PAEE rights information and support services; 3) strategies to support PAEE; 4) barriers that hinder and/or prevent the effective participation and academic trajectory of PAEE; 5) actions of directors, coordinators and technical-administrative servers; 6) perspectives and teaching actions; 7) relationship between PAEE students and their peers; 8) family perspectives. The analysis made possible the approximation and possible understandings about what presents as barriers and as facilitators in the academic trajectory of university students PAEE. As facilitators, participants recognize the following elements: material and human resources; pedagogical actions; suitability of furniture; architectural accessibility; positive interpersonal relationships with colleagues; conceptions and positive attitudes of the teachers; core operation and / or accessibility sector; and family support. Concomitantly and paradoxically to the facilitators presented, many architectural, urban, attitudinal, communicational, informational and pedagogical barriers are still identified. It is concluded that the process of inclusion of the PAEE students in the university faces significant obstacles, but it must be acknowledged that advances can also be observed and indicate that modifications are taking place in the sense of guaranteeing the right of access, participation, learning and permanence of these students in the higher education.