O processo de inclusão de alunos com deficiência na educação superior: um estudo de caso no Instituto Federal do Espírito Santo - campus de Alegre

Abstract

The research aims to understand how the inclusion process occurs from multiple perspectives, managers, the pedagogical team, and students with disabilities in higher education at the Federal Institute of Espírito Santo (Fies) - Alegre campus. For this investigation, classical and contemporary authors dealing with the topic of diversity and inclusion, the main legal provisions supporting the inclusion of people with disabilities, and the historical and legal aspects of higher education in Brazil are used as theoretical assumptions. In this sense, the research addresses the inclusion of people with disabilities in the context of higher education based on their experiences while also considering the viewpoint of managers and the pedagogical team working in this scenario. The presented theme brings essential elements to the construction of an inclusive institution and addresses important issues that help understand how the guarantee of rights supports the access, retention, participation, and learning of students with disabilities in higher education. To achieve this, qualitative descriptive research was carried out through a case study, using data collection techniques such as document analysis, field observation, and semi-structured interviews with the research subjects. The data was analyzed using reflective thematic analysis, creating themes and subthemes to guide the discussion. The research indicates that the Fies - Alegre campus faces budgetary and training challenges to ensure full accessibility for students with disabilities entering higher education courses. The study also indicates that discriminatory attitudes and difficulties in physical access are the main accessibility barriers encountered by people with disabilities on campus, as well as showing that teachers also face challenges in serving this student population. With the results of this research, it is possible to understand how the Federal Institution of Higher Education needs to restructure and reframe its practices to ensure quality education for its students in an equitable manner.