A Educação Superior como um espaço para todos/as: as necessidades formativas de docentes universitários/as rumo à inclusão de educandos/as com deficiência

Abstract

This master's research is part of the line of research Knowledge and Educational Practices of the Graduate Program in Education at the Federal University of Uberlândia and its object of study is the permanent training of university teachers in the perspective of Education for all. The main question that guided the investigation was: what is the training needs of professors of undergraduate courses in different areas of knowledge at UFU who taught to students with disabilities? The general objective of the research was: to identify and analyze the training needs of teachers of undergraduate courses in different areas of knowledge at the Federal University of Uberlândia so that the inclusion of students with disabilities is effective. The specific objectives were: to learn from the dialogue with professors from UFU from different areas of knowledge the knowledge necessary for an inclusive educational practice in order to contribute to the autonomous and emancipatory training of students with disabilities; analyze from the dialogue with professors from UFU from different areas of knowledge if permanent training makes it possible to (re) think about Higher Education from the perspective of all. We elaborated our discussion about education from the perspective of everyone based on Aranha (2005); Diniz (2012); Diniz, Barbosa and Santos (2009); Freire (1996, 1987, 1982, 1967); Sampaio and Sampaio (2009) among others, in UN documents such as the World Declaration on Education for All, and in Brazilian legislation, such as the Federal Constitution, LDBEN and LBI. We talked about the training needs of university professors / those based on Freire (1997,1996,1981); Campos (2010, 2017); Imbernón (2012, 2017); Melo and Campos (2020), Pimenta and Anastasiou (2002). Regarding the methodological path, this is an exploratory research with a qualitative approach. We constructed the data by applying a questionnaire and conducting a semi-structured interview with 8 professors from UFU who taught to students with disabilities and analyzed the data according to the Content Analysis proposed by Bardin (2011). From the dialogue with the research collaborators, we understand that the presence of public policies is not enough to guarantee quality education for all. At UFU there is an attempt to promote effective inclusion, but the collaborators indicated weaknesses that prevent the promotion of equity in the conditions of access and permanence of students with disabilities, such as: the architectural structure lacks adaptations, lack of disclosure of the work carried out by the accessibility center, lack of material and human resources. Regarding training needs, employees point out that communication with deaf students is made difficult by not knowing Libras, that the lack of dialogue between different sectors of the UFU makes it impossible to think of ways to make their practices inclusive, because they often do not know that there are students with disabilities in their classes. In view of these difficulties identified in the teachers' reports, we consider it essential that the HEIs offer a quality education and guarantee actions that favor not only the entry of people with disabilities, but the permanence and conclusion of undergraduate courses.