O acesso ao ensino superior: será que vivemos, realmente, o processo de inclusão?

Abstract

O acesso ao ensino superior: será que vivemos, realmente, o processo de inclusão? Access to higher education: do we really live the inclusion process? El acceso a la enseñanza superior: ¿es que vivimos realmente el proceso de inclusión?

A acessibilidade e a inclusão em uma Instituição Federal de Ensino Superior a partir da lei n. 13.409

“…This reality can be seen in other studies on the theme. Though there are developments around legal regulations toward guaranteeing the right of PWD to higher education, there is a gap between the legal discourse and the effective conditions for the full participation of this public in the university experience (Almeida and Ernica, 2015;Almeida and Ferreira, 2018;Facci, Silva and Souza, 2018;Martins and Napolitano, 2017;Nozu, Bruno and Cabral, 2018;Oliveira et al, 2016).…”

“…Studies show the importance of the program Incluir to guarantee full access of PWD to higher education, especially for the creation and consolidation of accessibility centers in the IFES (Cabral and Melo, 2017;Nozu, Bruno and Cabral, 2018). However, these and other studies point out that it is necessary to go beyond the legal discourse and even incipient actions, which go nowhere (Almeida and Ernica, 2015;Borges et al, 2017;Facci, Silva and Souza, 2018;Fernandes, 2016;Martins and Napolitano, 2017;Nozu, Bruno and Cabral, 2018;Oliveira et al, 2016;Omote, 2016;Pereira and Albuquerque, 2017;Santana, 2016). The full participation of PWDs in the university structure requires not only legal but also budgetary organization.…”

“…In the SciELO platform, 39 published studies were found with themes related to accessibility and/or inclusion in higher education. Within this theme, the studies focused on different specificities: teacher training to attend students with disabilities in higher education (Reis, Eufrásio and Bazon, 2010); the right to inclusion in higher education (Araujo, 2017); inclusion specifically of students with visual disabilities (Fernandes and Costa, 2015;Regiani and Mól, 2013); inclusion and accessibility specifically of students with hearing disabilities (Bisol et al, 2010;Fernandes and Moreira, 2017;Martins and Napolitano, 2017;Mesquita, 2018); inclusion in higher education (Almeida and Ernica, 2015;Calheiros and Fumes, 2016;Facci, Silva and Souza, 2018;Nozu, Bruno and Cabral, 2018;Oliveira, Gonçalvez and Oliveira, 2016;Poker, Valentim and Garla, 2018); normalization, access legitimacy, participation, and formation (Cabral and Melo, 2017); accessibility in higher education (Silva and Ferreira, 2017); permanence of students with disabilities (Maciel and Anache, 2017); admission and permanence (Castro and Almeida, 2014;Moreira, Bolsanello and Seger, 2011); accessibility and permeance (Garcia, Bacarin and Leonardo, 2018); centers of accessibility in the universities (Ciantelli andLeite, 2016;Ciantelli, Leite and Nuernberg, 2017;Melo and Araújo, 2018); attention to diversity in higher education (Martos-García and Valencia-Peris, 2016); mapping of students in special education (Lourenço and Battistella, 2018); survey on the number of PWD enrolled in higher education (Duarte et al, 2013); participation of students with disabilities in higher education (Gesser and Nuernberg, 2017); meanings of inclusion through students' perspectives (Almeida and Ferreira, 2018); satisfaction evaluation of students with disabilities (Guerreiro, Almeida and Silva Filho, 2014;...…”