Dos planos institucionais ao "nada sobre nós sem nós": avaliação das políticas públicas de inclusão dos estudantes com deficiência na Universidade Federal do Ceará (2013-2022)

Abstract

This work aimed to analyze the public policies of inclusive education, implemented at the Federal University of Ceará (UFC), with a cut in the period from 2013 to 2022, having as specific interests: i. Situate the national and local context in which inclusive education policies were formulated and implemented at the Federal University of Ceará; ii. Identify, together with students with disabilities, from the various UFC undergraduate courses, to what extent and extent their inclusion in the UFC is happening and its challenges; iii. Mapping census information on students with disabilities, the implications and resulting uses for the formulation of inclusion and accessibility actions. The theoretical foundation that supported this investigation involves the studies of Mantoan and Prieto (2006), Silva (2012), Salend (2016) and Lustosa and Ribeiro (2020), with regard to inclusive education; and Januzzi (2016), and Rodrigues (2008, 2016) regarding the evaluation of public policies. The methodological approach took place in the qualitative perspective of investigation, constituted through documental analysis of three main collections: i. Institutional Development Plans (UFC, 2012; 2017b; 2022b ); ii. Management Report of the Secretariat for Accessibility (UFC Includes, 2023) and the Report of the Evaluation Committee (UFC, 2022c). Information such as microdata from the “Students” module of the Higher Education Census (2013 to 2019) and the application of an online questionnaire to students with disabilities (answered by 46 students, from different courses and campuses, about the experience of inclusion) were also added. experienced). The data indicate that the UFC began to receive a significant amount of students with disabilities in its undergraduate courses, mainly from the quotas, in 2000, without being properly structured for this, still, from now on, presenting difficulties in meeting the existing demands. The analysis of the referenced information, notably, by the public benefited by such public policies, reveals the need to synchronize institutional policies with the needs of students. Another evidence is that the inclusive experience of this public has been at the mercy of the humanitarian and/or benevolent initiatives of the academic community (professors and colleagues who are more sensitive to the cause) who organize themselves, in general, to think of solutions and provide support for facing the barriers that prevent the effective participation of students in the university context, thus compromising their learning, academic experiences and their development.