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Previous issue date: 2016-11-30 === O trabalho analisa elementos da pol?tica de inclus?o de estudantes cegos na educa??o superior brasileira e para tanto, examina o processo que envolve o acesso e a perman?ncia deste estudante ? gradua??o na UFRN. Considerando a categoria defici?ncia como premissa socialmente erigida mediante um padr?o de normalidade constitu?da por uma sociabilidade que confere ? defici?ncia um lugar de exclus?o e preconceito, busca examinar o lugar da pol?tica inclusiva para os estudantes cegos nesta institui??o, identificando suas dificuldades e desafios. Para tanto, constituiu reflex?es acerca do percurso hist?rico das pessoas com defici?ncia ao longo da hist?ria Ocidental, visando compreender como o Estado e a Sociedade entenderam e reconheceram a exist?ncia destas pessoas ao longo do tempo. Analisa ainda as pol?ticas educacionais j? desenvolvidas no Brasil direcionadas a pessoas com necessidades espec?ficas, com ?nfase nas pessoas com defici?ncia visual. Assinala que ? a partir da concep??o contempor?nea de direitos universais que esta antiga percep??o passa a ser rejeitada em troca da atual no??o de equidade. A metodologia, norteada por uma perspectiva dial?tica da realidade social, foi efetuada atrav?s de abordagem qualiquantitativa, buscando analisar dados oriundos de question?rio, assim como de entrevista semiestruturada. Caracteriza-se, assim, como pesquisa de modalidade documental e emp?rica. Foram entrevistados 05 (cinco) estudantes cegos matriculados nos cursos de Dan?a, Gest?o Hospitalar, Gest?o de Sistema e Servi?os de Sa?de, Hist?ria e M?sica da gradua??o presencial do Campus Central da UFRN, durante o ano de 2015. Os resultados do estudo mostram que barreiras atitudinais envolvendo preconceito, estranhamento e distanciamento ao lado de falta de intera??o e de empatia sofridas no cotidiano acad?mico parecem ser as maiores dificuldades para o acesso e ? perman?ncia dos estudantes cegos na UFRN, superando inclusive as barreiras f?sicas e tecnol?gicas. === The paper analyze the policy of inclusion to blind students in brazilian higher education examinating the process that involves the access and permanence of this students at UFRN graduation courses. Considering that category of disability as a premise socially erected according to a standard of normality constituted by a society that confers to the disability a place of exclusion and prejudice, seeks to examine the place of the inclusive policy for blind students in this institution, identifying their difficulties and challenges. In order to do so, reflections are made about the history of people with disabilities throughout Western history, aiming to understand how the State and Society understood and recognized the existence of these people over time. It also analyzes the educational policies already developed in Brazil aimed to people with specific needs, with an emphasis on people with visual impairment. It points out that it is from the contemporary conception of universal rights that this old perception is rejected in exchange for the current notion of equity. The methodology was carried out through a qualiquantitative approach, guided by a dialectical conception of social reality. Seeking to analyze data from a questionnaire, as well from a direct observation and semi-structured interview. This is characterized the research modality as documentary and empiric. Five blind students was interviewed ther was enrolled in Dance, Hospital Management, Health Services Management, History and Music courses at UFRN Central Campus, at the beginning of 2016. The results of the study show that attitudinal barriers involving prejudice, estrangement and isolation along with lack of interaction and empathy, developed in day by of the academic space seem to be the greatest difficulties for the access and permanence of blind students in UFRN, overcoming the physical and technological barriers.
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