Um estudante cego no curso de licenciatura em musica da ufrn: questões de acessibilidade curricular e física
This work aims to discuss and analyze the process of school inclusion of a blind person in the Bachelor's Degree in Music, at the School of Music at the Federal University of Rio Grande do Norte, as well as reflect on the importance of establishing systems of support and to ensure university in...
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| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14471 |
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| Resumo: | This work aims to discuss and analyze the process of school inclusion of a blind person in the
Bachelor's Degree in Music, at the School of Music at the Federal University of Rio Grande
do Norte, as well as reflect on the importance of establishing systems of support and to ensure
university inclusive process of people with visual impairments. In pursuit to achieve these
objectives, this research chose a qualitative methodological approach, the case study, using as
procedures for data construction an interview, observation, analysis of documents and
photographs. Joined the group of participants in this study, a blind student in the class of
2009.1of the EMUFRN Bachelor's Degree in Music, teachers from two disciplines complied
by the student, two classmates, a monitor support in music theory, the course coordinator and
school principal, and two other individuals who contributed to the inclusion process in actions
not formalized institutionally. The results indicate UFRN proposed initiatives that contribute
to inclusion of students with disabilities in this institution, the main one is the creation of the
Standing Committee of Support for Students with Special Educational Needs (CAENE), a
group that guides administrative sectors, teachers, principals, coordinators and students on the
measures needed to enter and remain in quality education for all. Physical accessibility is still
under construction at UFRN, and many access and sectors see it being adapted for students
with physical or visual disabilities, and those with mobility impairments, have access to
various parts of the university, however, as shown in this study, some points need to be
reconsidered, as there are several places where the installation of tactile floor does not fully
follow the guidelines proposed in the legislation. The proposals for access to the curriculum,
mediated by EMUFRN, are actions that propose the inclusion of the blind student, as the
existence of an educational monitor to help in the study of music theory, however, we need to
rethink these proposals to not became actions of reactive intervention. Assuming a more proactive
posture, the EMUFRN will be prepared to receive the diversity of students that expects.
The study also points out that the blind student is part of a group of students that are practical
musicians, who must work in events and evening shows, and who have little knowledge in
music theory, leading, respectively, in low frequency classes and learning difficulties in
certain curricular components, which may cause the closing of such components. In this case,
the challenge of EMUFRN, considering the inclusive perspective, it is not specifically fit for
the academic host a blind student, but to develop an accessibility project curriculum to
consider effectively the diversity of all its students, taking into account mainly the economic
and cultural conditions. This implies a process of resizing academic practices that be guided
for collaborative and coordinated actions involving the various educational actors at
EMUFRN and UFRN |
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