A inclusão das pessoas com deficiência na educação superior do setor privado

Abstract

The inclusion of people with disabilities, at all educational levels, has brought benefits to this population that has suffered and still suffers from social exclusion processes. Since 2010, school census of basic and higher education has indicated an increase in the enrollment of students with disabilities at all levels of education. From this context, this study aims to know the perception of people with disabilities in relation to inclusion and accessibility in the private institutions of higher education where they study/studied, to understand the impact of inclusion policies for people with disabilities, in the space of higher education in private educational institutions. Therefore, we carried out a study based on the quantitative and qualitative method based on two methodological theoretical supports: the first is through the panel methodology and life history and the second is Discourse Analysis (DA) from the French perspective of Pêcheux (2012) and Orlandi (2015). The contact with the sample was through online social networks — Instagram, Twitter and Facebook — with the help of the methodology known as “Virtual snowball sampling”. The panel study was conducted in three stages: 1. application of a questionnaire to people with disabilities who are studying or who have studied a degree at private higher education institutions; 2. Application of a second questionnaire applied to a smaller group of participants who were selected from the first sample and 3. Interview using the life history method to a smaller group of participants selected after applying the second questionnaire. After the application of the first questionnaire, the research participants were divided into two groups, A and B. Group A is composed of people with disabilities enrolled in a higher education course until the year 2015 and Group B, is composed of people with disabilities enrolled in a higher education course between 2016 and 2020. The initial sample of the study consisted of 195 people, with a predominance of males (64.6%), self-declared white (56.4%), residents of the Southeast region (60.7%), people with physical disabilities (62.1%), from public schools (56.9%). After analyzing the three stages, we observed that the existence of barriers in private sector of higher education institutions is still a limiting factor for inclusion with accessibility and equity. Thus, it is important that the in loco evaluations, carried out by INEP, of institutions and courses be more careful in relation to the effectiveness of special education in private sector of higher education institutions. And, finally, we observed that, for the people in the study, the concept of inclusive education is in line with what is proposed in Brazilian legal regulations. They understand inclusion as a broad process that involves several people and, therefore, must be built together, in a democratic and solidary way, and must also offer accessibility in all dimensions.