O Retrato da Exclusão nas Universidades Brasileiras: os limites da inclusão

Cabral, Vinícius Neves de; Orlando, Rosimeire Maria; Meletti, Silvia Márcia Ferreira

doi:10.1590/2175-6236105412

“…In fact, the findings that were found in medical courses reinforces the scenario of exclusion experienced by PWD and has implications for the gains that PWD could attain with the affirmative policies that have been implemented in Brazil. A global analysis of data from 2018 showed that the number of students with disabilities enrolled in private HEI was almost two-fold those who studied in public HEI in Brazil 11 . This picture constitutes an environment of inequality that penalizes students with disabilities, who in addition to having to overcome, throughout their lifetime, several factors that limit access to higher education, add financial commitments that need to be paid for in order to acquire professional training.…”

Section: Discussionmentioning

confidence: 99%

Assistive technologies for visual and hearing impairments offered to medical students in Brazil

Nascimento

¹

,

Torres

²

,

Ribeiro

³

2022

Rev. bras. educ. med.

2

0

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Introduction: Assistive technologies (AT) are products, equipment, devices, resources, methodologies and strategies that can be used in education to promote autonomous learning and academic success for students who have some type of disability. Objective: The objective was to analyze the AT available in medical courses in Brazil to support medical students with hearing and/or visual impairment. Methods: This is a descriptive study that used data from undergraduate medical courses participating in the Higher Education Census coordinated by Anísio Teixeira National Institute of Educational Studies and Research (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, INEP), in 2018. AT for students with hearing and/or visual impairment that were available in medical courses were evaluated considering the characteristics of the institution, such as the type of administration (public versus private), location (capital versus interior) and the year the course started (from the year 2000 versus before year 2000). Results: In 2018, there were 323 active medical courses in Brazil. Most of them (90%) confirmed the offer of at least one type of AT. The discipline of Brazilian Sign Language (LIBRAS, Linguagem Brasileira de Sinais) was the most frequently offered AT (80%) and tactile material was the least offered AT (32%). There was greater comprehensiveness of AT supply for medical students in courses with a private administration, compared to the public ones. The location and the year the course started did not influence the provision of AT in Brazil. The courses showed better AT comprehensiveness to support students with hearing impairment than those with visual impairment. Conclusion: Most medical courses supply AT for people with visual and/or hearing impairments who are medical students, but incompletely. Although the location of the course and the length of time that the course has been active did not influence AT provision, the study revealed inequalities. Medical students with visual and/or hearing impairments have access to assistive technologies especially in courses with private administration, adding more barriers to their financial possibilities, which are already sufficiently affected by the fact that they have to meet the essential needs common to people living with disabilities.

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“…Frente a la concepción de una política educativa basada en valores y prácticas neoliberales, un significativo número de investigaciones apunta a la necesidad de construir políticas públicas orientadas a la inclusión. La crítica a la base de este desafío es que las políticas de inclusión no favorecen procesos inclusivos (Cabral et al, 2020). Por el contrario, muchas veces predominan racionalidades pragmáticas y neoliberales sin un mayor compromiso por una inclusión genuina.…”

Section: ¿Qué Desafíos Existen Para Avanzar En Inclusión Según Las Pu...unclassified

Radiografía De La Investigación Sobre Educación Inclusiva

Valdés

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Jiménez

²

,

Jiménez

³

2022

Cad. Pesqui.

4

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Resumen El objetivo de este artículo es mostrar los resultados de una revisión sistemática de literatura en torno a la investigación sobre educación inclusiva. Se tomó como referencia la bibliografía producida en el periodo 2016-2020 en la categoría de Educación en Latinoamérica en Scimago Journal & Country Rank (SJR). Se revisaron 101 artículos empíricos y el foco estuvo puesto en: (1) la metodología de los estudios; (2) la definición de inclusión; (3) los principales ámbitos de acción; (4) las principales barreras; y (5) los principales desafíos. Los hallazgos muestran la preminencia de metodologías cualitativas, definiciones heterogéneas sobre inclusión, múltiples ámbitos de acción, así como el reconocimiento del neoliberalismo como principal barrera para consolidar escuelas inclusivas.

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Tecnologias assistivas para deficiência visual e auditiva ofertadas aos estudantes de medicina no Brasil

Nascimento

¹

,

Torres

²

,

Ribeiro

³

2022

Rev. bras. educ. med.

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Introduction: Assistive technologies (AT) are products, equipment, devices, resources, methodologies and strategies that can be used in education to promote autonomous learning and academic success for students who have some type of disability. Objective: The objective was to analyze the AT available in medical courses in Brazil to support medical students with hearing and/or visual impairment. Methods: This is a descriptive study that used data from undergraduate medical courses participating in the Higher Education Census coordinated by Anísio Teixeira National Institute of Educational Studies and Research (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, INEP), in 2018. AT for students with hearing and/or visual impairment that were available in medical courses were evaluated considering the characteristics of the institution, such as the type of administration (public versus private), location (capital versus interior) and the year the course started (from the year 2000 versus before year 2000). Results: In 2018, there were 323 active medical courses in Brazil. Most of them (90%) confirmed the offer of at least one type of AT. The discipline of Brazilian Sign Language (LIBRAS, Linguagem Brasileira de Sinais) was the most frequently offered AT (80%) and tactile material was the least offered AT (32%). There was greater comprehensiveness of AT supply for medical students in courses with a private administration, compared to the public ones. The location and the year the course started did not influence the provision of AT in Brazil. The courses showed better AT comprehensiveness to support students with hearing impairment than those with visual impairment. Conclusion: Most medical courses supply AT for people with visual and/or hearing impairments who are medical students, but incompletely. Although the location of the course and the length of time that the course has been active did not influence AT provision, the study revealed inequalities. Medical students with visual and/or hearing impairments have access to assistive technologies especially in courses with private administration, adding more barriers to their financial possibilities, which are already sufficiently affected by the fact that they have to meet the essential needs common to people living with disabilities.

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O Retrato da Exclusão nas Universidades Brasileiras: os limites da inclusão

Cited by 5 publications

References 8 publications

Assistive technologies for visual and hearing impairments offered to medical students in Brazil

Assistive technologies for visual and hearing impairments offered to medical students in Brazil

Radiografía De La Investigación Sobre Educación Inclusiva

Tecnologias assistivas para deficiência visual e auditiva ofertadas aos estudantes de medicina no Brasil

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