O direito à educação no ensino superior de pessoas com deficiências

Abstract

A educação direito de todos e dever do Estado está garantida na Carta Magna. No tocante ao ensino superior, presencia-se um movimento de mobilização da sociedade, para garantir que as pessoas com deficiências tenham acesso à educação superior. Nesse contexto, realizou-se uma revisão sistemática, com o intuito de levantar os trabalhos que abordam a temática, tomando como fontes de pesquisas o catálogo de teses e dissertações da Capes, a Biblioteca Digital Brasileira de Teses e Dissertações, os periódicos científicos nas bases Scielo e Capes, além da Revista Internacional de Educação Superior. A partir das análises, foi possível depreender que, nos últimos anos, vem ocorrendo um aumento no número de estudos voltados para a questão. Vale acentuar os avanços ocorridos com relação à promulgação de leis e a formulação de políticas educacionais que garantem o direito à educação superior para a pessoa com deficiência, por meio da reserva de um percentual das vagas de cada curso e turno das Instituições Federais de Ensino Superior.

Alunos com Deficiência na Universidade Federal do Pará: Dificuldades e Sugestões de Melhoramento

“…7,234, July 19, 2010). Despite all the support offered by laws, ordinances and affirmative action policies regarding the inclusion of students with disabilities in Higher Education and the increase in research on this topic (Mendes & Ribeiro, 2017;Torres, Caleiros, & Santos, 2016), some studies (Januário, 2019;Oliveira, 2011;Silva et al, 2012;Torres, Caleiros, & Santos, 2016) suggest that more research on this topic is missing, especially in the northern region of the country. In the study conducted by Mendes and Ribeiro (2017), the Northeast region maintains the highest proportion of research, with 44%, followed by the Southeast region, with 38%, the South with 16% and the Midwest with 2%.…”

“…In the study conducted by Mendes and Ribeiro (2017), the Northeast region maintains the highest proportion of research, with 44%, followed by the Southeast region, with 38%, the South with 16% and the Midwest with 2%. Januário (2019) found a concentration in the production of papers, theses and dissertations on the inclusion of students with disabilities in Higher Education in the Southeast, South and Northeast regions, with 14 works in the Southeast, 10 in the South and 7 in the Northeast defended and published. In the research conducted by Oliveira (2011), the works are concentrated in the South, Southeast, Northeast and Midwest regions, with the South region having the highest concentration of research.…”

“…In this sense, systematic reviews on the theme have been carried out in the last decade (Dussilek & Moreira, 2017, Januário, 2019, Mendes & Ribeiro, 2017, Oliveira et al, 2016, Oliveira, 2019, Silva et al, 2012, Torres, Caleiros, & Santos, 2016 with the objective of knowing how the process of inclusion of these students in Higher Education is. It was observed that there is a mismatch between what the laws, ordinances, affirmative actions announce and the reality of these students, regarding the access and permanence of this public in universities.…”