A inclusão de estudantes com especificidades no ensino superior: sujeitos e significações

Abstract

Based on the principles of human rights, the perspective of inclusive education configures a scenario that privileges human diversity and equality of rights. From this perspective, this study has as central theme the formative process of students with specificities, among which the research highlights students with disabilities and students with severe psychological distress in higher education. This level of education has been gradually called upon to reinvent itself for the provision of scientific, cultural and professional training, based on inclusive assumptions. Therefore, based on the theoretical framework of Historical-Cultural Psychology based on Vigotski's work, this study aims to analyze the significance of inclusion in higher education from the perspective of students with disabilities and psychological distress. Based on the methodological approach of Qualitative Epistemology, this research was conducted on IFSULDEMINAS and had the participation of six students with disabilities and two students with psychological distress. The resources used in the construction of information were a questionnaire and semi-structured interview conducted from the presentation of mediating materialities (photos), through individual meetings. The information produced was analyzed from the survey of pre-indicators and indicators that constituted three cores of meaning, namely: From legal to real, which brings meanings about the conditions related to the inclusive process; (Ex)inclusive Experiences, which reveals established relationships that favor compensatory processes when problematizing exclusionary processes; and From the meaning of formation to the formation of meaning, which signals the impact of formation on the development of autonomy. Thus, the analyzes of the meanings make it possible to highlight the final considerations that the developmental processes of autonomy related to the academic experience are more expressive in students whose specificities demand less alteration of the pre-established pedagogical, architectural and attitudinal structures in the academic context. In this sense, it is possible to think that compensatory processes that can be mobilized occur in a context still strongly marked for an idealized student model, capable of responding to the expected academic performance standard. Thus, given the educational orientation by objectivity, which neglects subjective processes, the meanings of success in academic processes refer to the appropriation of knowledge linked to affective-volitional aspects, pointing to a break with the social and academic demand for performativity. The study shows that the academic experience is configured (by some participants) as a mediator in the resignification of themselves and the social context that they participate. However, triggers the need for conceptions and practices to be rethought in the higher education, under penalty of promote development only to those who can build strategies for adapting to standardized formative processes