Acesso e permanência na universidade federal do rio grande do Norte sob o ponto de vista do docente e do estudante com deficiência Natal-RN

Inclusion of students with disabilities is a recent case that has been discussed in school contexts, but the current policy of inclusion for access and retention of students in higher education is still a problem face there is much to do, therefore, are incipient studies in which this student body i...

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Κύριος συγγραφέας: Albino, Ivone Braga
Άλλοι συγγραφείς: Melo, Francisco Ricardo Lins Vieira de
Μορφή: Dissertação
Γλώσσα:por
Έκδοση: Universidade Federal do Rio Grande do Norte
Θέματα:
Universidade
Deficiência
Acesso
Permanência
University
Disabilities
Access
Permanence
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Διαθέσιμο Online:https://repositorio.ufrn.br/jspui/handle/123456789/14402
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id ri-123456789-14402
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language por
topic Universidade
Deficiência
Acesso
Permanência
University
Disabilities
Access
Permanence
CNPQ::CIENCIAS HUMANAS::EDUCACAO
spellingShingle Universidade
Deficiência
Acesso
Permanência
University
Disabilities
Access
Permanence
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Albino, Ivone Braga
Acesso e permanência na universidade federal do rio grande do Norte sob o ponto de vista do docente e do estudante com deficiência Natal-RN
description Inclusion of students with disabilities is a recent case that has been discussed in school contexts, but the current policy of inclusion for access and retention of students in higher education is still a problem face there is much to do, therefore, are incipient studies in which this student body is involved. Accordingly, what is happening is that the most studies deal with on these students and little is said about them. For inclusive education thus the institution should prepare to receive students, having as one of its premises their point of views about what actually experience aiming at promoting education for all. Therefore, this study deals with the process of inclusion of students with disabilities regularly enrolled in undergraduate courses at the Universidade Federal do Rio Grande do Norte - UFRN.They were used the assumptions of qualitative research enabled by the case study method and semi-structured interviews. It has been analyzed by guiding actions and teaching practices, under the views of disabled students and teachers, the conditions of access and permanence offered by UFRN. Twelve students with physical, visual, hearing disabilities participated and five teachers from the acedemic centers that in academic year 2008 taught to these students. For data analysis it was used the technique of content analysis. It was extracted two themes: access and retention of students with disabilities in UFRN, in which emerged the categories described and analyzed in the course of this work. The results show the difficulties of access and retention of students with disabilities within the UFRN, such as attitudinal, pedagogical and architectural barriers. However, as it has also turned out, initial advances in the quest for achieving more effective actions to guarantee access and permanence of these students in UFRN. It has concluded that the scope for the exercise of citizenship in the pupils with disabilities who need this Higher Education Institution has an inclusive education Project, wide and consolidated, for the actions undertaken by the Ministry of Education - MEC, by itself, are not guaranteed to all students due to mobility, autonomy and security. It has hoped this work will bring benefits for new studies to develop features that were located, but were not our focus, because then the UFRN may advance the inclusive process of disabled students
author2 Melo, Francisco Ricardo Lins Vieira de
author_facet Melo, Francisco Ricardo Lins Vieira de
Albino, Ivone Braga
format masterThesis
author Albino, Ivone Braga
author_sort Albino, Ivone Braga
title Acesso e permanência na universidade federal do rio grande do Norte sob o ponto de vista do docente e do estudante com deficiência Natal-RN
title_short Acesso e permanência na universidade federal do rio grande do Norte sob o ponto de vista do docente e do estudante com deficiência Natal-RN
title_full Acesso e permanência na universidade federal do rio grande do Norte sob o ponto de vista do docente e do estudante com deficiência Natal-RN
title_fullStr Acesso e permanência na universidade federal do rio grande do Norte sob o ponto de vista do docente e do estudante com deficiência Natal-RN
title_full_unstemmed Acesso e permanência na universidade federal do rio grande do Norte sob o ponto de vista do docente e do estudante com deficiência Natal-RN
title_sort acesso e permanência na universidade federal do rio grande do norte sob o ponto de vista do docente e do estudante com deficiência natal-rn
publisher Universidade Federal do Rio Grande do Norte
publishDate 2014
url https://repositorio.ufrn.br/jspui/handle/123456789/14402
work_keys_str_mv AT albinoivonebraga acessoepermanencianauniversidadefederaldoriograndedonortesobopontodevistadodocenteedoestudantecomdeficiencianatalrn
_version_ 1773958783398051840
spelling ri-123456789-144022017-11-02T01:15:39Z Acesso e permanência na universidade federal do rio grande do Norte sob o ponto de vista do docente e do estudante com deficiência Natal-RN Albino, Ivone Braga Melo, Francisco Ricardo Lins Vieira de http://lattes.cnpq.br/0619400284884280 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771207Y4 Melo, Albertina Ricardo Lins Vieira de Martins, Lúcia de Araújo Ramos http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794794P6 Universidade Deficiência Acesso Permanência University Disabilities Access Permanence CNPQ::CIENCIAS HUMANAS::EDUCACAO Inclusion of students with disabilities is a recent case that has been discussed in school contexts, but the current policy of inclusion for access and retention of students in higher education is still a problem face there is much to do, therefore, are incipient studies in which this student body is involved. Accordingly, what is happening is that the most studies deal with on these students and little is said about them. For inclusive education thus the institution should prepare to receive students, having as one of its premises their point of views about what actually experience aiming at promoting education for all. Therefore, this study deals with the process of inclusion of students with disabilities regularly enrolled in undergraduate courses at the Universidade Federal do Rio Grande do Norte - UFRN.They were used the assumptions of qualitative research enabled by the case study method and semi-structured interviews. It has been analyzed by guiding actions and teaching practices, under the views of disabled students and teachers, the conditions of access and permanence offered by UFRN. Twelve students with physical, visual, hearing disabilities participated and five teachers from the acedemic centers that in academic year 2008 taught to these students. For data analysis it was used the technique of content analysis. It was extracted two themes: access and retention of students with disabilities in UFRN, in which emerged the categories described and analyzed in the course of this work. The results show the difficulties of access and retention of students with disabilities within the UFRN, such as attitudinal, pedagogical and architectural barriers. However, as it has also turned out, initial advances in the quest for achieving more effective actions to guarantee access and permanence of these students in UFRN. It has concluded that the scope for the exercise of citizenship in the pupils with disabilities who need this Higher Education Institution has an inclusive education Project, wide and consolidated, for the actions undertaken by the Ministry of Education - MEC, by itself, are not guaranteed to all students due to mobility, autonomy and security. It has hoped this work will bring benefits for new studies to develop features that were located, but were not our focus, because then the UFRN may advance the inclusive process of disabled students Universidade Federal do Rio Grande do Norte A inclusão de estudantes com deficiência é um processo recente que vem sendo discutido nos contextos escolares, porém a política vigente de inclusão para o acesso e permanência desses estudantes no Ensino Superior ainda é uma problemática diante do que há muito que fazer, pois, são incipientes os estudos nos quais esse alunado esteja envolvido. Nesse sentido, o que vem ocorrendo é que os estudos versam em sua maioria sobre esses estudantes e para eles e pouco se discute com eles. Para uma educação inclusiva, portanto, a instituição deve se preparar para receber os estudantes, tendo como uma de suas premissas os seus ponto de vistas sobre o que realmente vivenciam visando à promoção de uma educação para todos. Diante disso, esse estudo trata do processo de inclusão de estudantes com deficiência matriculados regularmente nos cursos de graduação da Universidade Federal do Rio Grande do Norte - UFRN. Recorremos aos pressupostos da pesquisa qualitativa possibilitada pelo método estudo de caso e entrevistas semi-estruturadas. Buscamos analisar, pelo fio condutor de ações e práticas pedagógicas, sob os pontos de vista de estudantes com deficiência e docentes, as condições de acesso e permanência, oferecidos pela UFRN. Participaram da pesquisa doze estudantes com deficiência nas áreas física, visual e auditiva e cinco docentes dos centros acadêmicos que, no ano letivo de 2008, lecionavam para esses estudantes. Para a análise dos dados utilizamos a técnica de análise de conteúdo. Extraímos dois eixos temáticos: acesso e permanência de estudantes com deficiência na UFRN, donde emergiram as categorias descritas e analisadas no decorrer desse trabalho. Os resultados mostram dificuldades de acesso e permanência de estudantes com deficiência no âmbito da UFRN, tais como: barreiras arquitetônicas, atitudinais e pedagógicas. No entanto, já se constata, também, avanços iniciais na busca pela concretização de ações mais efetivas que garantam o acesso e a permanência desse alunado na UFRN. Concluímos que, para o alcance do exercício da cidadania o alunado com deficiência, na UFRN, necessita que esta Instituição de Ensino Superior tenha um projeto de educação inclusiva amplo e consolidado, pois as ações empreendidas pelo Ministério da Educação - MEC, por si só, não estão garantindo a todos os estudantes a devida autonomia e segurança. Esperamos que esse trabalho traga subsídios para novos estudos que possam desenvolver aspectos que foram situados, mas que não foram nosso foco, pois, assim, a UFRN poderá avançar no processo inclusivo de estudantes com deficiência 2014-12-17T14:36:27Z 2010-10-26 2014-12-17T14:36:27Z 2010-08-11 masterThesis ALBINO, Ivone Braga. Acesso e permanência na universidade federal do rio grande do Norte sob o ponto de vista do docente e do estudante com deficiência Natal-RN. 2010. 205 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2010. https://repositorio.ufrn.br/jspui/handle/123456789/14402 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Educação Educação

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