O ACESSO DE ESTUDANTES COM DEFICIÊNCIA NO ENSINO SUPERIOR E SUA RELAÇÃO COM O PROJETO DE SOCIEDADE EXISTENTE

Marinalva Silva Oliveira; Sandra Cordeiro de Melo; Maria do Carmo Lobato da Silva

doi:10.22481/praxisedu.v16i41.7258

Authors

Marinalva Silva Oliveira Universidade Federal do Rio de Janeiro – Brasil http://orcid.org/0000-0003-1157-3931
Sandra Cordeiro de Melo Universidade Federal do Rio de Janeiro - Brasil http://orcid.org/0000-0002-8437-1671
Maria do Carmo Lobato da Silva Universidade Federal do Amapá - Brasil http://orcid.org/0000-0003-0185-5329

DOI:

https://doi.org/10.22481/praxisedu.v16i41.7258

Keywords:

Inclusive Education, Higher Education, Society

Abstract

This article, of an essyistic character, aims to discuss the access to Higher Education for people with disabilities in Brazil. It discusses the existing barriers to the access, the permanence and the conclusion of the demanded course as well as the proportion of less than half per cent of students with disabilities in Higher Education. It also debates the culture of ‘ability’ which submits disabled

people to the false conception of equality of opportunities. In addition, the present paper discusses the implementation of the Decree Number 9,034/2017 in which the Federal Government changes the rules of the quota program of Federal Universities and Institutes and includes people with disabilities in the list of students entitled to places in these institutions. In relation to the opening of the Federal Institutions of Higher Education this article considers it crucial that they organize efforts to guarantee the accessibility and the staying of disabled people who have a right to the scientific and universal knowledge appropriation throughout their studying process. Along with such understanding this paper proposes that the spaces which are based on an inclusive materiality constitute one more counterhegemonic instrument of struggle for building favorable environments in order to achieve equality of conditions and opportunities for knowledge accessibility historically produced for disabled people. Finally it alerts to the fact that it will be necessary to understand that the difficulties related to the inclusion and exclusion contradiction extrapolates the issue of disability since it perceives that the direct relationship is towards the existing society project.

Downloads

Download data is not yet available.

Author Biographies

Marinalva Silva Oliveira, Universidade Federal do Rio de Janeiro – Brasil

Doutora pela Universidade de São Paulo (USP); Professora Associada IV da Universidade Federal do Rio de Janeiro (UFRJ); Coordenadora do Laboratório de Inclusão, Mediação Simbólica, Desenvolvimento e Aprendizagem (LIMDA) e do Grupo de Pesquisa REPRESENTAÇÃO + INCLUSÃO – reflexões sobre o papel das representatividades no processo de desenvolvimento e aprendizagem de alunos com síndrome de Down e Transtorno do Espectro Autista.

Sandra Cordeiro de Melo, Universidade Federal do Rio de Janeiro - Brasil

Pós-Doutorado em Educação (Universidade do Estado do Rio de Janeiro - UERJ); Professora Adjunta, Faculdade de Educação, Universidade Federal do Rio de Janeiro – UFRJ. Coordenadora do Laboratório de Inclusão, Mediação Simbólica, Desenvolvimento e Aprendizagem – LIMDA/FE/UFRJ.

Maria do Carmo Lobato da Silva, Universidade Federal do Amapá - Brasil

Doutoranda em Educação Especial pela Universidade Federal de São Carlos (UFSCAR). Professora do colegiado de Pedagogia na Universidade Federal do Amapá (UNIFAP). Integrante do Grupo de Pesquisa de Formação de Recursos Humanos em Educação Especial pela Universidade Federal de São Carlos (UFSCAR).