Acessibilidade no ensino superior: o caso da UFJF

Abstract

The present dissertation analyses the policies on inclusion in higher education at the Federal University of Juiz de Fora (UFJF), highlighting the inclusion of special needs students in the institution. UFJF has a Coordination of Educational Physical and Attitude Accessibility (CAEFI), which proposes to promote conditions of access and permanence to special needs students at the institution. Moreover, CAEFI functions as a consultant for undergraduate and graduate programs so that they may follow the legal requirements regarding accessibility to those students. Legislation demands that teacher training programs prepare the new professionals to deal with special educational needs students. Besides those, university staff will also be included in the study. The main objective of this dissertation is to assess the physical and pedagogical accessibility of UFJF, as well as to propose improvement in the accessibility conditions of the institution. Among the specific objectives, the present study aims to discuss whether the actions undertaken by the CAEFI are enough and answer to the needs of the institution and their special needs students and staff , and also the pedagogical actions of the organ which aim to make it possible for the special needs students in the institution. Besides those, the dissertation aims to analyze the accessibility conditions offered to the university staff. The dissertation is divided into three chapters, in which the first one is descriptive, bringing a historical account of the policies of inclusion in Brazil and in the world, as well at the UFJF. The second chapter brings theoretical basis regarding the topic of accessibility, especially from the following authors: : Araújo and Hetkowski (s.d.), Beneti (2006), School Census from 2006 and 2010, Delors (1999), Duarte (2009), Grisendi (2011), Manente (s.d.), Mansini and Bazon (s.d.), Mazzoni et al (2001), Reis (2010) and Souza (2010). Moreover, we analyzed the interviews conducted with UFJF personnel involved with inclusion policies, among whom we have a tenured professor, an infrastructure expert, a school manager from the field of accessibility, a specialist teacher, besides special needs students and staff members. The third chapter, the educational action plan (PAE), brings proposals so as to improve the physical, educational and attitude accessibility at UFJF.