Processos de (re) conhecimento do estudante público-alvo da educação especial na UFSM: adaptações curriculares (des) necessárias

Abstract

The development of this study is linked to the research line of Special Education of the Graduate Program in Education by having Higher Education as locus of inclusion and Specific Terminality as reflexion of curricular practices. It aims to know how the recognition processes and monitoring target group of student of Special Education occurs in undergraduate courses in order to contribute to learning and completion of courses by students. Therefore, an exploratory research with qualitative-quantitative approach was carried out, by making use of semi-structured open interviews that were answered by the coordinators of the courses and teachers of the subjects with the amount expressive of school retentions (dropout/ school failure) of target group of students of Special Education. The analysis was attained by content analysis technique and analysis of attitudes, comprehending five categories of analysis with subcategories: 1) Entrance of target group of students of Special Education in the courses: The (re)cognition seen as a process. Subcategories: Knowledging and acting as a coordinator; knowledging and acting as a teacher. 2) Composing the discourse of coordinators and teachers regarding the actions of curricular adaptations, flexibilities and other practical arrangements. Subcategories: Coordination: What they have been done/What they do; Teachers: What they have been done/What they do. 3) Indications of Specific Terminality, curricular adaptations, flexibilities in the curriculum: Curricular Guidelines of the Education Center and Pedagogical Political Project in focus. 4) Impressions and expectations about Specific Terminality. 5) Something else? It has been left for the next actions it was found that this (re)cognition of students still lacks certain adequacy of theoretical and practical knowledge about the educational inclusion, and have influence on the curriculum adaptations, practices and actions that promote learning and completion of courses for all students with or without disabilities. It was concluded that research can contribute to points out relevant issues for the inclusion of students and that changes are required, normative acts, curricular changes, institutional changes and areas of teacher training, evaluating the possibility of Specific Terminality in some cases, and ensuring the training and completion in undergraduate courses.