A pessoa com deficiência no ensino superior: a concepção de docentes do curso de licenciatura em Educação Física de uma universidade no município de Goiânia
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2019-03-29
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Universidade Federal de Goiás
Resumo
This study aims to analyze and identify the conception of Higher Education teachers regarding
the access and permanence of people with disabilities in the degree course of a Faculty of
Physical Education in the city of Goiânia. In this sense, our research problem arises: "What do
teachers think about the access and permanence of people with disabilities in higher
education?" To address this concern, we have as specific objectives: to analyze through the
arguments of practical teachers prejudices and exclusion in the university context; to identify
in teachers' demonstrations what pedagogical interventions are promoted by teachers to
ensure the permanence of students with disabilities in the licenciatura course in Physical
Education; verify in the subjects presented by the professors what are the probable actions of
access and permanence carried out by the institution in the promotion of a quality education
to the students with deficiency in the ESEFFEGO; to identify teachers' knowledge about
inclusive education and whether teachers organize their pedagogical practice according to the
educational needs of students with disabilities; to investigate how the teachers approach the
corporality of the disabled people in the classes of corporal practices in the course of Physical
Education and if there is some type of modification in those classes. The work was thought by
the bias of the method Materialism Dialectic Historique with quantiqualitative approach to
analyze the data researched. The chosen place for the studies was a degree course in Physical
Education in Goiânia, the technique of data collection used was a semistructured interview,
applied to 12 teachers from three different areas: human, biological and teachers of the
disciplines of corporal practices that already have been teaching or are teaching one of the
compulsory subjects for disabled academics. The results show that, in the conception of
university professors, the University took some actions to ensure the access and permanence
of these students, among them the legal reserve of vacancies for people with disabilities bythe quota system, the creation of the Access Learning Center without Limits (NAASLU) and
the hiring of support teachers. Despite these actions, the teachers point out changes in
attitudes that can be made to effective inclusion practices in ESEFFEGO, such as the
accomplishment of structural, pedagogical, curricular, attitudinal and technological
adaptations in the Physical Education course, as they believe that such actions aim students
with disabilities in the educational context. Thus, it is possible to conclude from the university
teachers' conception that they still reproduce prejudicial practices based on a university based
on the instrumental and competitive rationality in which some teachers base their pedagogical
practice. However, in order to ensure the adequate access and permanence of persons with
disabilities in higher education, the University needs to fulfill its social function through the
collaboration of the agents involved in the pedagogical process of students with disabilities,
among them academic management, teachers, teachers students, family members of
students with disabilities and if possible multidisciplinary assistance, in order to build an
educational institution that adds in its daily academic principles the principles of inclusive
education, which seek to strengthen respect for bodily diversity.
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ROCHA, B. A. M. A pessoa com deficiência no ensino superior: a concepção de docentes do curso de licenciatura em Educação Física de uma universidade no município de Goiânia. 2019. 161 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019.