Acessibilidade na educação superior: reflexões sobre a trajetória de estudantes com deficiência na UFRB

Abstract

The access of people with disabilities in higher education is guaranteed by a series of documents of the Brazilian legal system, but for this access occurs in an appropriate manner, it is indispensable that the institutions ensure the conditions of accessibility. Through a qualitative research and taking as the methodological proposal the case study, this investigation aimed to understand how the Universidade do Recôncavo da Bahia - UFRB has offered accessibility to students with disabilities enrolled in its courses. As participants of the research were defined students with disability from UFRB and their education centers as the locus of research. For data collection, semistructured interviews were applied with these students and for analysis and discussion of the data collected, the methodological perspective chosen was the analysis of content (BARDIN, 2011). The theoretical basement that subsidized the analysis and discussion of data covered the Brazilian legal system that deals with accessibility, the institutional regulatory from UFRB, as well as authors who discuss the topic, such as: Vigotsky (1997, 2005); Sassaki (2003, 2005, 2007, 2009); Palacios (2008); Pimentel (2013); Galvão (2012); Omote (1994), among others. The results show that UFRB has performed actions to guarantee accessibility conditions such as the creation of the Núcleo de Políticas de Inclusão and the purchase of some equipment, however, these measures are still fledgling for the structuring of a University really accessible. This happens because the actions undertaken by the institution do not constitute an accessibility policy, but they institutionally appear as a set of disjointed measures. This way, at the end of this work possible ways to subsidize the construction of an Accessibility Policy in UFRB are pointed.