Inclusão no ensino superior: o olhar dos coordenadores de cursos de graduação

Abstract

An educational system creates, as a rule, through curricular structures, subjects with adequate skills to act in certain professional contexts. However, this system, as it is presented, may invariably not perceive subtle learning needs related to the subjects that are part of these formative processes. It is said about this, of the identifying, recognizing or perceiving the other as a subject. The objective of this study was to discuss how occur the processes of (re) knowledge of the students, target public of Special Education in the undergraduate courses, with view to learning. With a qualitative and exploratory approach, the data were collected through semi-structured open interviews answered by coordinators of undergraduate courses of a Federal Institution of Higher Education (FIHE). The results were analyzed through the Content Analysis technique. It was found that the focus of questioning lies on the curriculum, arranged in a fragmented and standardized way, which constitutes closed and individualistic specialties, a document with distant characteristics from the understanding of the complexity theory, whose main factor points to the importance of knowledge being contextualized with reality. It is concluded that the (re) knowledge of people with disabilities and their learning processes demand contextualization of the process experienced by people who develop with and in different objective and subjective realities. The ways of communication creates difficulties to meet the specific needs of these subjects, which, in many cases, require technologies and supports of accessibility.