Educação inclusiva e o ensino superior: o que pensam os professores?

Abstract

The University's support triad is teaching, research and extension. In general, through its organizational structure, it must train professionals who master scientific, technical and critical knowledge. The training process faces several challenges, among them, the inclusion of people with disabilities. An important pillar for the university to be inclusive is teacher training. The teacher must be able to think about the curriculum, adapt strategies, use assistive pedagogical resources and provide accessibility in all its senses. The objective of this research was to analyze how professors see and promote the process of inclusion of students with disabilities in undergraduate courses in Nursing and Medicine. To this end, methodologically, the approach was qualitative, exploratory and action research. The research was carried out on the campus of the Teacher Training Center, Cajazeiras/PB. Participants were six professors of the Nursing course, six professors of the Medicine course, the coordinators of the courses, and the coordination of the Center for Accessibility and Inclusion. Semi-structured interviews, focus groups and a seminar were used as data collection instruments. The results include which the recognition that the problems that permeate the inclusion of people with disabilities in the spaces of the university are inherent to the Institution in all its context; that some issues are structural, such as the absence of a qualified team exclusively assigned to the Accessibility and Inclusion Center; that there are accessibility gaps in the university's infrastructure; that in relation to the training of teachers, most of them have a bachelor's degree, therefore, there is an absence of pedagogical training aimed at the inclusion of people with disabilities; that not all teachers are sensitized to the inclusion process; that there is a gap between educational policies and practices; that the university has not fully committed to the inclusion of people with disabilities, but has taken steps to do so. To conclude, the final seminar pointed out paths and proposals, recorded in a document to be forwarded to central sectors, so that the university becomes a right for all.