Inclusão de alunos com deficiência no ensino superior: estudo de caso da Universidade do Estado do Rio de Janeiro

Abstract

The main objective of this research is to map students with disabilities from UERJ, entering between 2004 and 2020, and from then on to understand, through the narrative of some of these students, their perceptions about the inclusion process experienced at the University, such as the actions promoted by the Institution that contribute (or not) to their formative academic process. The methodology of mixed approach was used, characterized by the combination of quantitative and qualitative analyses. Thus, our data collection included the survey of the statistical information of the University and the conduct of semi-structured interviews with 12 undergraduate students with disabilities, who had active enrollment in 2020.1, from the Maracanã campus and who could be located during the remote teaching period. The analysis of the quantitative stage data allowed us to identify the presence of 442 students with disabilities in the institution, in the period surveyed, and confirm the growing presence of this student in the institution. However, of the total number of ins men, 28% abandoned or lock ed enrollment, which shows us that promoting then try of students with disabilities snot enough succeed in the inclusive process of these subjects at the university. The qualitative analysis demonstrated the urgency in the implementation of a nucleus, in UERJ, that meets students with disabilities and atypical conditions for development centrally, considering the demands presented by them, in the academic and social spheres, so that they can effectively participate in the context in which they are included. There ports also demonstrated that the attitudinal, architectural and methodological barriers are present in the context of the Institution, being necessary, in addition to the offer of supports, the training of then tire academic community, to deal with the diversity of the University. There search concluded that despite the obstacles still existing, UERJ has been configured as a place of transformation of lives, not only of an academic nature, but mainly personal.