Inclusão de alunos com NEE no ensino superior: um estudo de caso na Universidade Estadual de Montes Claros (Unimontes)
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2015-05-15
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O presente estudo tem como objetivo (1) analisar as formas de inclusão de
alunos com necessidades educacionais especiais (NEEs) e(2)as percepções
dos professores nos cursos de licenciaturas da Universidade Estadual de
Montes Claros (Unimontes), indagando-se: qual o espaço de legitimação da
inclusão escolar-especial na Unimontes para o acesso à educação superior de
qualidade e cidadania, através de seu conjunto de saberes e práticas de
caráter científico e histórico-cultural acumulado? . Recorreu-se, na teoria, a
diversos autores, como Barbosa (2008), Freitas (2005), Zimmermann (2008),
Sassaki (1997), Mazzoni (1997) e Carvalho (1997) entre outros que debateram
aspectos da inclusão escolar, produzindo uma discussão à volta do nosso
objeto.Metodologia: Utilizou-se uma metodologia mista ,em varias fases (1)
pesquisa documental em matrículas nos cursos da Unimontes, por meio do
Sistema de Cotas, a qual foi coletada nas bases de dados da secretaria geral,
da coordenação de cursos, do NUSI,permitiu indicar os alunos com NEE. Logo
após, realizou-se uma pesquisa de enfoque quanti-qualitativo, através do (2)
questionário aplicado a nove alunos NEEs;(3) de uma entrevista com três
professores;(4) e, de uma análise documental, por meio de estudo exploratóriodescritivo
e interpretativo sobre a concepção e articulação do projeto políticopedagógico
(PPP) de 9 cursos de licenciatura da Unimontes
Resultado:Relativamente as percepções dos alunos ,a maioria refere a
problemas relacionados com as formas de acesso ao conhecimento academico
na Universidade , especificamente material didático. Relativamente às
concepções e aos métodos de ensino-aprendizagem, os professores disseram
que ‘não tem nenhum um preparo’ tanto na formação inicial quanto na
continuada para lidar com alunos com NEEs. O estudo e a análise
apresentados nos Projetos Políticos Pedagógicos, vão ao encontro do
argumento acerca das diretrizes normativas da educação especial no País, o
qual, segundo Brasil (2004) [1], diz que a falta de uma “política de apoio
pedagógico para essas necessidades especiais” pode fazer com que esses
alunos não estejam na Universidade. Considera-se esta pesquisa como um
estudo relevante para o conhecimento, na medida em que se tenta
problematizar e analisar o fenômeno da inclusão escolar na universidade, visto
que este segmento desempenha um papel importante na legitimação do
ensino, da pesquisa e da extensão.
The present study aims to (1) examine ways of inclusion of students with special educational needs (SEN), and (2) the perceptions of teachers in undergraduate courses at the State University of Montes Claros (Unimontes), asking yourself: what space of legitimation-special school inclusion in Unimontes for access to quality higher education and citizenship through his set of knowledge and practices of scientific and cultural-historical cumulative?. Resorted to, in theory, several authors, such as Barbosa (2008), Freitas (2005), Zimmermann (2008), Sassaki (1997), Mazzoni (1997) and Carvalho (1997) and others who discussed aspects of school inclusion, producing a discussion around our objeto.Metodologia: We used a mixed methodology in several phases (1) documentary research in enrollments in Unimontes through the Quota System, which was collected in the databases of the registry Overall, the course coordinator, the Nusi allowed to indicate pupils with SEN. Soon after, there was a survey of quantitative and qualitative approach, by (2) questionnaire to nine students SEN, (3) an interview with three teachers, (4) and a documentary analysis through study exploratory, descriptive and interpretive on the design and articulation of the political-pedagogical project (PPP) 9 degree courses Unimontes Results: Regarding the perceptions of students, most are related to problems with the forms of access to knowledge in academic University. Regarding the concepts and methods of teaching and learning, teachers said 'has no a training' both in initial training and in continuing to deal with students with SEN. The study and analysis presented in Pedagogical Political Projects, meet the argument about the normative guidelines for special education in the country, which, according to Brazil (2004) [1], says that the lack of a "policy of educational support for these special needs "can make these students are not at the University. Considers this search as a relevant study for knowledge, in that it attempts to discuss and analyze the phenomenon of school enrollment at the university, since this segment plays an important role in legitimizing the teaching, research and extension.
The present study aims to (1) examine ways of inclusion of students with special educational needs (SEN), and (2) the perceptions of teachers in undergraduate courses at the State University of Montes Claros (Unimontes), asking yourself: what space of legitimation-special school inclusion in Unimontes for access to quality higher education and citizenship through his set of knowledge and practices of scientific and cultural-historical cumulative?. Resorted to, in theory, several authors, such as Barbosa (2008), Freitas (2005), Zimmermann (2008), Sassaki (1997), Mazzoni (1997) and Carvalho (1997) and others who discussed aspects of school inclusion, producing a discussion around our objeto.Metodologia: We used a mixed methodology in several phases (1) documentary research in enrollments in Unimontes through the Quota System, which was collected in the databases of the registry Overall, the course coordinator, the Nusi allowed to indicate pupils with SEN. Soon after, there was a survey of quantitative and qualitative approach, by (2) questionnaire to nine students SEN, (3) an interview with three teachers, (4) and a documentary analysis through study exploratory, descriptive and interpretive on the design and articulation of the political-pedagogical project (PPP) 9 degree courses Unimontes Results: Regarding the perceptions of students, most are related to problems with the forms of access to knowledge in academic University. Regarding the concepts and methods of teaching and learning, teachers said 'has no a training' both in initial training and in continuing to deal with students with SEN. The study and analysis presented in Pedagogical Political Projects, meet the argument about the normative guidelines for special education in the country, which, according to Brazil (2004) [1], says that the lack of a "policy of educational support for these special needs "can make these students are not at the University. Considers this search as a relevant study for knowledge, in that it attempts to discuss and analyze the phenomenon of school enrollment at the university, since this segment plays an important role in legitimizing the teaching, research and extension.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Educação , Ensino superior , Educação especial , Inclusão escolar