A individualização do sujeito : deslocamentos na articulação das pessoas com deficiência a partir da educação superior

Abstract

This paper aims to understand how the inclusion process of students with disabilities in Brazilian higher education, especially in public institutions, has being taken place. An understanding that goes beyond its presence or absence, but which seeks to shed light on the senses that structure this inclusion. Under the exploratory-descriptive character, the present research uses the Discourse Analysis in the Pêcheux and Orlandi French optics as a methodology to understand how the subject with disability has been subjectivated in higher education. Throughout this work, we analyze the accessibility frameworks that support the inclusion of people with disabilities in different social spaces, especially in public policies, and explore this process development at the Federal University of Juiz de Fora, describing the accessibility practices developed in this institution, analyzing the evolution of the enrollments and the profile of their selfdeclared students with disabilities in the last years, based on the data of the National Institute of Studies and Educational Research Anísio Teixeira and the data produced by the accessibility coordination of the university itself. In articulation with this socio-historical context, we seek to understand the meanings that permeate the discourses of the different subjects of higher education that relate to the student with disabilities, collected through semi-structured interviews. Initially we observed a growing presence of people with disabilities as higher education students, along with an inconsistency in the official data collection about them. We delineate their equivalent dispersion in the courses of the three major areas of knowledge, and we identify that their types of disability focus on physical, visual, and auditory. With the analyzed discourses, we find several tensions that permeate their inclusion, particularly the disability silencing in discourse, relating it to the stigma, plus the unfamiliarity of the issues related to the person with disability, as well as the maintenance of a standard student model that does not involve the person with disability, influencing the teaching-learning process. Based on the undertaking analysis, we observed advances and stagnations in inclusion process, indicating the need for circulation mechanisms of positive senses about the person with disability and their inclusion, besides establishing discussion spaces to rethink such practices in order to subsidize the recognition and their articulation as constituent subjects of Brazilian university space. This research integrates a broader project called "Accessibility in Higher Education: Evaluation of Public Education Policies for Development of Instrumental Media on Disability and Inclusion", funded by the Education Observatory Program (EDITAL / CAPES No. 49/2012 - Case No. 8224).