Processos de inclusão e acessibilidade nos laboratórios de ensino da faculdade de Engenharia da UFJF

Abstract

In the scope of Higher Education, there are recent and numerous debates about the inclusion of students with disabilities. In courses in the area of exact and biological sciences, which require laboratory-based subjects, there is difficulty in integrating students with disabilities into practical classes, since many laboratories are not structurally prepared to receive them, including pedagogical practices. adopted. It is important to understand that every student has the right to choose the undergraduate course that he / she wishes to do, and it is up to the institution to provide resources to those with disabilities, aiming at guaranteeing full access to knowledge in equal opportunities with others. The management case around which my research develops portrays the issue of accessibility for students with disabilities in higher education. In this way, the present research seeks to verify the accessibility conditions in the teaching laboratories used by the undergraduate courses of the Faculty of Engineering of the UFJF, analyzing the challenges faced in practical classes by students with physical and / or sensory disabilities emphasizing architectural, pedagogical accessibility and attitudinal. And finally, proposing actions to make these laboratories accessible to these students. The dissertation is divided in 3 chapters, and chapter 1 is descriptive, pointing out policies of inclusion in higher education with emphasis on UFJF. Chapter 2 highlights a theoretical basis on the themes accessibility and deficiencies and their limitations, based mainly on the following authors: Antunes (2012), Evangelo (2014), Vitorino Filho et al (2012), Alencar (2013), Freitas Alencar (2017), Watzlawick (2011) and Baú (2015). It was noticed that there are issues related to accessibility in the Faculty of Engineering that need attention, especially regarding the practical classes in laboratories. Thus, in Chapter 3, the Educational Action Plan (PAE) brings proposals for actions aimed at improving physical, pedagogical and attitudinal accessibility for the teaching laboratories of this Faculty.