Subjetividade de estudantes com deficiências no ensino superior: vivências em sexualidade e gênero

Abstract

Recognizing the diversities that characterize the singularities of the student body in Higher Education courses in the Brazilian context is essential for inclusion policies to be effective in these educational spaces, guaranteeing access, permanence and completion of their students. Authors representing classical and contemporary cultural-historical psychology have made important contributions to the study of education and the conception of disabilities, based on defectology studies. From cultural-historical psychology, we understand that people are made up of social relationships that present psychic development as a historical process, socially and culturally implicated in effective relationships, helping us to understand it as a broad and complex process. By presenting aspects of human development, considering sexuality and gender constructions as the starting point for this research. Universities should be considered as spaces that generate experiences and produce human subjectivities and, as such, are an environment for the development of the sexuality of their students. Thus, the general aim of this work is to present theoretical contributions to help understand how students with disabilities experience and perceive the development of sexuality and gender issues at a public university in Mato Grosso do Sul. To this end, this dissertation has been divided into four articles in order to understand important aspects of the development of the research: Introduction to cultural-historical psychology, conceptualization of sexuality, gender and disability; Inclusion of students with disabilities in higher education and institutional arrangements: an exploratory study; Inclusion of students with disabilities in higher education, relations between inclusion, gender and sexuality: a bibliographical study; Experiences and subjective productions by students at a higher education institution: a case 6 study. In order to construct the studies, a bibliographical survey was carried out, the results of which showed that studies intersecting gender, sexuality and inclusion are incipient in Brazil. Through documentary research, we identified which strategies the Higher Education Institution makes available so that the issue can be addressed in different contexts, such as teaching, research and extension activities, etc. In addition, we identified the strategies used by the students to deal with demands related to sexuality and gender during their undergraduate studies and, consequently, how they affect their social lives. The research methodology combined qualitative research, exploratory research, a bibliographical study and a case study using cultural-historical theory as a theoretical basis. Finally, we seek to understand how the constitution of these subjects, in their historical, social and cultural context, has shaped the way they experience these experiences in Higher Education, considering that the intersections of gender constructions impact in different ways on experiences in these social spaces of development.