Permanência na educação superior: percepções de estudantes com deficiência da UFRB

Abstract

The access of people with disabilities to Higher Education is guaranteed by several public policies in force in Brazil, however, beyond the access, it is necessary to encourage the adoption of actions and measures to provide the permanence of these students in such level of education. In that regard, this study aimed to analyze the perception of students with disabilities, enrolled in undergraduate courses at the Federal University of Recôncavo da Bahia, about the construction of institutional mechanisms for their permanence in Higher Education. To develop this study, the qualitative research method was used, through a Case Study, with the Phenomenology approach, which is based on the study of phenomena, of what is given, seeking to explore it. Regarding the theoretical discussion, the authors Coulon; Goffman; Pimentel; Oliveira; Silva; and Diniz were important references for the discussion of the research object presented here. The legal frameworks on inclusion used are based on the Federal Constitution of Brazil (1988), World Declaration of Education for All (1990) ; Law of Guidelines and Bases for National Education No. 9,394/1996; Salamanca Declaration (1994); Brazilian Law for the Inclusion of Persons with Disabilities nº 13,146/2015; and in the Quota Law nº 13.409/2016, besides the regulations and legal instruments that discuss the inclusion policy of the researched institution. The instruments for data acquisition were document analysis and semi-structured interviews with students with disabilities enrolled in undergraduate courses at UFRB. To analyze the data collected, the Content Analysis method was used, through a procedure with three defined categories. The results of this investigation reveal the need for expasion of the activities of the Center for Inclusion Policies to other Teaching Centers, in addition to the students' lack of knowledge about institutional inclusion policies. It is also highlighted that, despite going through similar challenges as the other students, whether because of difficulties and learning of the complex codes of academic experience, students with disabilities must also need to overcome resistance, barriers and stigmas that permeate their trajectories, in order to maintenance of their life projects and future perspectives. The final product of this research, developed from the results, was the propositon to develop an application for mobile devices in order to intensify the construction of paths that add the permanence of students with disabilities enrolled in that place.