A Inclusão de alunos com deficiência na educação superior: uma análise na Universidade Estadual do Maranhão

Abstract

This study is part of the discussion on the inclusion of students with disabilities in Higher Education, being an analysis at the State University of Maranhão- UEMA and aims to analyze the proposals and actions of curricular, pedagogical and infrastructure, accessibility developed by the same and its implications. The following research questions are considered: How can theoretical formulations help to think about the processes of exclusion and inclusion in Higher Education? How does the existing guidance in the National Special Education Policy from the perspective of Inclusive Education relate to Higher Education practiced by UEMA, in the actions of course directors and students with disabilities? What are the visions of course directors and students of UEMA courses and how do they conceive the inclusive process in the context of pedagogical practice? What are UEMA's actions with regard to students with disabilities and how do they impact their inclusion? The research in evidence was of a descriptive and analytical type, according to the reasons to be addressed and supported by revision bibliographic and documentary reviews, which deal with the field of Inclusive Education and which trace the historicity of the education and schooling initiatives of students with disabilities in reality in Maranhão. The content analysis technique proposed by Bardin (1977) was used to analyze semi-structured interviews and identification questionnaires applied to the actors involved in the study. The research was linked to the Special Education Studies and Research Group - GEPES, of the Graduate Program in Education at the Federal University of Grande Dourados. Thus, we opted for the dialectical foundation of Inclusive education and for qualitative research and its subjective formulations, interpreting the objective dynamics of reality, having as theoretical framework among other authors: Chahini (2005, 2010, 2012, 2013 and 2016) Matos (2001 ); Mantoan (2006, 2010); Sassaki (1997, 2006); Stainback (1996); Amaral (1994); Manzini (2014); Mazzoni (2003); Mendes (2012,2018); Oliveira (2004, 2006); Omote (2005); Pereira (2018); Sonza (2018); Vygotsky (2014). This research was carried out at UEMA and, based on the methodological assumptions previously emphasized, giving priority to the inclusion of students with disabilities in undergraduate courses. The historical universe, with its time frame, was the year of 2015 and 2018, justifying such temporality due to the growth of the contingent of students with disabilities enrolled in the referred. To this end, semi-structured interviews were carried out and an identification questionnaire was applied with directors of courses attended by the referred students, and students with disabilities enrolled in UEMA's undergraduate courses, thus allowing, at times, to clarify issues regarding reflection and action of research participants facing Inclusion in Higher Education. In this study, we concluded that the State University of Maranhão has been mobilizing efforts in order to implement an institutional policy for the inclusion of students with disabilities in their undergraduate courses, trying, through articulated actions, to guarantee access, permanence and conclusion of studies. In addition, it is noticeable that, at this moment, there is a contingent of students with disabilities entering UEMA, due to an agenda of governmental and civil society actions that encourage and engender compliance with legal provisions.