Práticas pedagógicas e serviços de apoio na educação superior: promovendo a permanência do aluno cego

Abstract

Considering that the number of researches regarding the inclusion of people with disabilities in Higher Education (ES) has also increased proportionally to the access of these people to this level of education, the concern for educational demands of a public historically excluded from their right to education. Therefore, it is questioned whether the academic space is prepared for this public, because once the access to the ES environment is achieved, the disabled person needs specific supports that favor their effective participation. Therefore, it is necessary to discuss and think about the permanence of the disabled student in ES, as well as to seek strategies so that students who need any kind of support have their particularities respected. As a result, this study aimed to answer the following question: As university professors of a degree in physical education they organize their pedagogical practices, at the level of teaching strategies, pedagogical resources and partnership with the Center of Accessibility of the institution, considering the challenges demanded for the permanence of students with visual impairment in their trajectory initial? In order to do so, we aim to analyze the pedagogical practices of university professors acting in the initial trajectory of a degree course in physical education facing the challenges demanded for the permanence of students with visual impairment. This study was characterized as a case study, taking into account the contemporaneity of the phenomenon: the student represented something new for the course, since he was the first student with blindness enrolled in the undergraduate course in physical education of the institution. We adopted a qualitative research that had as participants five university professors, one representative of the accessibility nucleus and one blind student enrolled in the course. We use as free and structured observation instruments and the semistructured interview. The analysis was of thematic type using the field diary and interview transcripts. The results of our study showed that not only the pedagogical practices, but above all, the relationship that the student with visual impairment developed with the teachers, classmates and the people of what were part of the institution's Accessibility Center were perceived as fundamental for the development of an inclusive environment at the beginning of graduation. However, the adoption of some teaching strategies and the use / production of pedagogical resources to promote participation in classes were punctual and disarticulated institutionally, so that in parallel the core developed other actions without the participation and knowledge of teachers and academic unit. In this way, we identify that teachers, managers and other institutional actors need to work articulated with the actions of the institution's Accessibility Center. These results allowed to conclude that more permanent actions are still necessary to qualify the teachers' pedagogical practice and thus to increase the access to knowledge of the university with visual impairment in the course.