A inclusão de pessoas com deficiência nas instituições de ensino superior e nos cursos de educação física de Juiz de Fora pede passagem. E agora?

Abstract

In today’s world, the inclusion of students with disabilities represents a challenge from Children's Education up to Higher Education both in private and public institutions. This work has sought to help break this educational paradigm, focusing mainly on higher education in Juiz de Fora, MG. It can be justified by the current need to establish processes and methodologies in educational policies which deal with higher education which privileges human diversity. In order to do so, knowledge already produced on the theme of inclusion – specifically concerning higher education- was sought in authors such as Mansini and Bazon (s./d), Delpino (2004), Moreira (2005), Gomes and Lima (2006), Perini (2006), Chahin (2006), Pellegrin (2006), Ferreira (2006), Rodrigues (2007), and Pereira (2007). The aim of this dissertation was to do a survey of the students with disabilities in process of inclusion in the higher education institutions of Juiz de Fora and to analyze their academic histories in the physical education courses. Methodologically, this research was divided into two stages: The first one is a survey carried out to know how many students with disabilities are enrolled in the higher education institutions of Juiz de Fora. The tool used was a semi-structured interview applied to the course coordinators of the private Higher Education Institutions (HEI) and of one public HEI. In the second stage, the content of the interviews was analyzed according to Bardin’s (2008) Content Analysis and the self-declared disabled students enrolled in the Physical Education school. Eleven HEIs were surveyed, consisting of ten private institutions and one public. The conclusion is that inclusion is a reality in the higher education institutions of Juiz de Fora. Currently, 45 students with disabilities are in the process of inclusion, 37 of whom are in private institutions and 8 in the public ones. Most of them are visually impaired males. They attend evening courses, mostly in the Humanities. In one of the HEIs studied, it was possible to identify the presence of two students with physical impairment due to car accidents. These consider the need to break architectural and attitudinal barriers, integral to the success of this new educational process.