Acessibilidade e ensino superior: desvendando caminhos para o ingresso e permanência de alunos com deficiência visual na Universidade Regional do Cariri – URCA sob a perspectiva da avaliação educacional

Abstract

Education is a social right. It is a duty of the state to provide the access to Higher Education. Nevertheless, it is not only important the universal access but mainly the permanence of students at the university. In that sense, assessment of learning is a privileged moment for people with visual disability. It is necessary to know their characteristics in order to improve a better process of learning and assessment. There is a lack of a larger discussion on the theme concerning assessment for people with visual disability in Higher Education in Brazil. Beyer (2005), Hoffmann (2001, 2005, 2008, 2011), Luckesi (2005), Amiralian (1997, 2004), Lemos (1999, 2000), Masini (1993, 2007, 2013), Vianna (2000, 2005), among other authors proposed a theoretical framework to this study according to an inclusive assessment of learning. The main purpose of the current research was to accomplish an investigation about the conditions of accessibility for students with visual disability in Universidade Regional do Cariri – URCA regarding the process of selection and admission for Higher Education as well as the practice of assessment of learning. Specifically, this study aimed: i) identifying the accessibility resources offered by the exam of selection and admission for people with visual disability; ii) verifying the students’ reality concerning educational assessment during access and permanence at the university; iii) gathering suggestions of students with visual disability and their professors for a better process of selection and admission for Higher Education and practice of assessment of learning. Thus, a qualitative research was accomplished, as a case study. Semi-structured interview, non-structured questionnaire and document analysis were used as instruments for data collection. A content analysis of the collected data was accomplished. The sample was intentional and composed by 33 subjects altogether: i) 5 students with visual disability registered in the following graduation courses: Social Sciences, Biology, Law School, Geography and Literature; ii) the vice-president of the process of selection and admission; iii) a member of the accessibility center of URCA (Nuarc); iv) 20 professors and 4 coordinators; v) a student with visual disability of a master’s degree in Education and vi) the Pro rector of graduation. The results pointed out an inadequacy of accessibility resources for students with visual disability, with no distinction between candidates who are blind or visually impaired for the exam of selection and admission. Indeed, it is necessary to identify differences regarding visually impaired people. The results revealed the same about the need of distinction for blind and visually impaired students regarding learning assessment, even though they present similar visual disabilities. In conclusion, there is an identity of the person with visual disability based on the educational needs and differences of blind and visually impaired students related to the process of selection and admission as well as to the practices of learning assessment.