Trajetórias de escolarização de universitários com deficiência e a lei de cotas
Data
2022-08-15
Autores
Silva, Lidiane Aparecida Araujo da 
Orientadores
Martins, Edna
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A partir da década de 2000, a luta pelo acesso de pessoas com deficiência no Ensino Superior vem ganhando maior importância com a elaboração de iniciativas, leis e políticas públicas que visam a garantir o direito de acesso e permanência da pessoa com deficiência no âmbito educacional. Dentre as políticas de inclusão destaca-se a Lei Brasileira de Inclusão a Lei Nº 13.409/2016 que abrange o sistema de cotas definindo a obrigatoriedade de reserva de vagas para estudantes com deficiência nos cursos técnicos e superiores em instituições federais de ensino. Nessa perspectiva, essa pesquisa teve o objetivo de compreender como ocorreu a trajetória escolar de estudantes com deficiência que acessaram o ensino superior por meio da lei de cotas a partir do ano de sua implementação na Universidade Federal de São Paulo - Unifesp. Buscou-se investigar o percurso educacional de alunos para alcançar o acesso à universidade pública, assim como aspectos que influenciaram a sua permanência na universidade. A partir de metodologia qualitativa, fundamentada na teoria histórico-cultural, a investigação ocorreu com 6 estudantes com deficiência dos cursos de humanidades da Universidade Federal de São Paulo-Unifesp do Campus Guarulhos e 1 professora do núcleo de acessibilidade e inclusão da mesma instituição. A análise dos dados destaca aspectos dos primeiros anos de contato dos estudantes com o ambiente educacional e como ocorreram as interações sociais com professores, estudantes e outros agentes envolvidos nos processos educacionais. Os resultados mostraram a importância das redes de apoio na inclusão escolar de pessoas com deficiência no acesso e permanência no Ensino Superior, sinalizando os desafios da implementação da Lei nº 13.409/2016, no que se refere às barreiras arquitetônicas, atitudinais e educacionais para que estudantes com deficiência possam alcançar êxito no seu desenvolvimento e formação universitária.
Since the first decade of the century, the struggle for access for people with disabilities to Higher Education has gained greater importance with the development of initiatives, laws and public policies aimed at guaranteeing the right of access and permanence of people with disabilities in the educational field. Among the inclusion policies, we highlight the Brazilian Inclusion Act and Act No. 13,409/2016, which covers the quota system defining the mandatory reservation of places for students with disabilities in Technical and Higher Education programs in Federal Educational Institutions. In this perspective, this research aimed to understand how the school trajectory of students with disabilities who accessed higher education through the quota law from the year of its implementation at the Federal University of São Paulo - Unifesp. We sought to investigate the educational path of students to reach the public university, as well as aspects that influenced their permanence at the university. Based on a qualitative methodology, based on cultural-historical theory, the investigation was carried out with 6 students with disabilities from the humanities courses at the Federal University of São Paulo-Unifesp on the Guarulhos Campus and 1 professor at the accessibility and inclusion center at the same institution. Data analysis highlights aspects of the students' first years of contact with the educational environment and how social interactions with teachers, students and other agents involved in educational processes took place. The results showed the importance of support networks in the school inclusion of people with disabilities in accessing and staying in Higher Education, pointing to the challenges of implementing Law No. students with disabilities can achieve success in their development and university education.
Since the first decade of the century, the struggle for access for people with disabilities to Higher Education has gained greater importance with the development of initiatives, laws and public policies aimed at guaranteeing the right of access and permanence of people with disabilities in the educational field. Among the inclusion policies, we highlight the Brazilian Inclusion Act and Act No. 13,409/2016, which covers the quota system defining the mandatory reservation of places for students with disabilities in Technical and Higher Education programs in Federal Educational Institutions. In this perspective, this research aimed to understand how the school trajectory of students with disabilities who accessed higher education through the quota law from the year of its implementation at the Federal University of São Paulo - Unifesp. We sought to investigate the educational path of students to reach the public university, as well as aspects that influenced their permanence at the university. Based on a qualitative methodology, based on cultural-historical theory, the investigation was carried out with 6 students with disabilities from the humanities courses at the Federal University of São Paulo-Unifesp on the Guarulhos Campus and 1 professor at the accessibility and inclusion center at the same institution. Data analysis highlights aspects of the students' first years of contact with the educational environment and how social interactions with teachers, students and other agents involved in educational processes took place. The results showed the importance of support networks in the school inclusion of people with disabilities in accessing and staying in Higher Education, pointing to the challenges of implementing Law No. students with disabilities can achieve success in their development and university education.
Descrição
Citação
SILVA, Lidiane Aparecida Araujo. Trajetórias de escolarização de universitários com deficiência e a lei de cotas. Dissertação de Mestrado - Universidade Federal de São Paulo. Guarulhos/SP: Unifesp, 2022.