O currículo e a inclusão na educação superior: ações de permanência nos cursos de graduação da UFSM

Abstract

This research was developed for the Master‟s course of the Post-Graduate Program in Education at the Federal University of Santa Maria, on the Research Line Special Education. The theme of this research refers to the permanence policies related to the curriculum of higher education. Permanence policies are understood as actions that, when performed, promote greater accessibility for students with disabilities/special educational needs (SEN), i.e., actions that allow more involvement and utilization of these students on their special needs. The curriculum is understood, in this dissertation, as the whole educational process of the student in his/her learning within the undergraduate course he/she joined encompassing from methodology and teaching planning to the contents to be overcome to complete the undergraduate degree. Comprehensively, we aimed to analyze the permanence policies necessary or not in relation to the curriculum of undergraduate courses for the process of inclusion of students with SEN in higher education. With the coordinators of undergraduate courses at UFSM, we aimed to check the existence of conducting permanence policies in relation to the curriculum for students with disabilities/SEN who joined college through the Affirmative Action "B"; find the origin of such permanence policies; seek how these permanence policies, when they occur, are standardized and recorded, and finally, check the verge of changing in training/graduation caused by them. The research is qualitative and descriptive and made use of semi-structured interviews, which six coordinators of undergraduate courses at UFSM responded to since they had students registered for Affirmative Action "B" in the selection of December 2011. Data analysis was made through Content Analysis by Bardin. The content of the speeches demonstrated: the various permanence policies performed both from students‟ and coordinators‟ requests; the need for professors‟ training concerning the process of inclusion of students with disabilities/SEN; reflections about possible permanence policies on the curriculum and the fragility of the process of inclusion in the university, which needs institutional policies that support it. We concluded that, although there are moves in search of building permanence policies requested by students, which are prepared by the coordinators of undergraduate courses and guided by the Center on Accessibility at UFSM, it is imperative: the implementation of institutional policies of joint orientation between PROGRAD, the Center on Accessibility and undergraduate courses regarding curricular adaptations; the ongoing education of professors on the theme: Inclusive Education and general guidelines on the procedure for possible permanence policies.