Trajetórias de pessoas com deficiência visual nos programas de pós-graduação stricto sensu em educação
Nenhuma Miniatura disponível
Data
2024-10-04
Autores
Colombo, Laís Perpetuo
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
The objective of this research is to analyze the narratives of the academic trajectories of graduates with low vision of stricto sensu postgraduate courses in education, in federal universities located in the southeastern region of Brazil. It is justified by the need to investigate the organization of programs and institutions to ensure the right to education and learning for blind or low-vision people. The theoretical framework that guides this research is anchored in the theoretical-methodological contributions of the Italian thinker Antonio Gramsci, in line with the perspective of the Historical-Cultural Theory of human development, whose foundations date back to the works of Lev Semenovitch Vygotsky. Due to the purposes outlined in this study and its theoretical foundation, we opted for a qualitative approach, based on case study procedures. To compose the analytical corpus, the time interval delimited was from 2012 to 2022. Data was obtained through semi-structured interviews with the participants of the research, these being visually impaired graduates. For the preliminary content analysis of the data, the categorical analysis technique proposed by Bardin (2016) was used, allowing the definition and organization of the following categories: a) Being a person with low vision: recognition, impacts and perspectives; b) Revisiting schooling in basic education; c) Access and permanence in higher education; d) The arrival in the stricto sensu postgraduate studies; e) Accessibility, permanence and learning; f) Marks that have not been erased; g) University for all: what are the paths? The results showed several barriers that permeated the educational and academic trajectory of the subjects interviewed, especially those of attitudinal order. In the same sense, it was found that it was the strategies adopted by the students themselves that played a preponderant role for their permanence in the investigated universities. Regarding educational institutions and postgraduate programs, specific measures were implemented to guarantee access and permanence for students with low vision, which were mostly carried out with the encouragement of educational accessibility centers. In light of these findings, it is ratified that inclusion goes beyond the presence of people with disabilities in the university, also involving commitment to the learning and development processes, requiring: the adequacy of models of pedagogical practices, permanent collaborative work among the actors involved and the elimination of any forms of ableism, aiming to contribute to the quality of the teaching offered and to promote equitable access in teaching, research and extension.
Descrição
Palavras-chave
Educação inclusiva , Ações afirmativas na educação , Baixa visão