TRAJETÓRIA DOS ALUNOS COM DEFICIÊNCIA VISUAL GRADUADOS ANTES DA POLÍTICA DE AÇÕES AFIRMATIVAS NA UNIVERSIDADE FEDERAL DO ESPÍRITO SANTO - UFES CAMPUS GOIABEIRAS DE 1970 ATÉ 2016

Abstract

The principal objective of this research was to see the path of blind students graduated in Universidade Federal do Espírito Santo (Ufes) before the Affirmative Action Policy (1970 - 2016). Was searched to understand the singularities of the scholar path of each one student, who are blind people and people with low vision, that attended the high school in this school. The research proposed identifies the characteristics and their specificity on the academic and educational contexto in the Universidade Federal do Espírito Santo - Campus Goiabeiras. The research was based on the Theoretical Referential of cultural-history of Lev. S. Vigotsky and the methodological abordation choosed was of qualitative nature, utilizing the narrative method of oral history. To compose all of the narrative, were interviewed seven graduated that studied on Ufes during this period. From this research, were constructed axes to guide this analysis following the steps of the process of the contents refereds to Bardin (2014). When analyzing the interviews, the breadth of different aspects of the university ife of each of the graduates was considered, emphasizing these subjects in an individual and singular way, but without losing sight of the complexity and intertwining that emerged as a result of several aspects that made part of the life trajectory of each of these students. The analysis of the textual material showed that entering and staying in Higher Education were marked by difficulties related to physical barriers, availability and access to material, didactic, pedagogical and technological resources, in addition to attitudinal barriers that often interfered with academic performance of visually impaired graduates. The main objective of this research was to demonstrate that the visually impaired person can advance in schooling, reaching higher education, as long as he has the opportunity for development and adequate resources, thus providing better access to the learning process. In this way, the access and permanence of students with disabilities at the university, in the process of construction at Ufes, requires the involvement and participation of the entire academic community so that it actually materializes.