A inclusão de uma aluna com deficiência visual na Universidade Estadual de Alagoas: um estudo de caso

Abstract

The problem of inclusion involving the assurance of free and good public education to all Brazilians, regardless of their personal, cultural and social characteristics, has become evident, especially in the last two decades, and it has increasingly occupied the agendas of school managers and the struggles of civil society organizations. In this context, this study analyzes the inclusion of a visually impaired student at the State University of Alagoas (UNEAL). The methodological approach of the research is qualitative and it regards a case study, developed through questionnaires and semi-structured interviews, and which involves a visual impaired student, twelve of her classmates, and seven teachers of the undergraduate Course in Languages (Portuguese/Literature) of UNEAL, Campus I - Arapiraca. The results revealed, among other things, that although the proposal of na inclusive education is well accepted by the academic community, there is no defined inclusion policies in the institution. As a result, there are no trained professionals or appropriate teaching materials and physical infrastructure is inadequate to work with visual impaired students. Isolated actions were perceived, but they do not account for a service that promotes acceptance and respect for differences as needed at any institution that cares to serve all students, whether disabled or not, so that it can be assured to them an education that contributes to their professional training. The data also point to the need for a reflection on the theme of inclusion and that many actions need to be discussed and implemented within UNEAL. Therefore, the inclusion of visual impaired students is a challenge that needs to be understood by the UNEAL community, so that not only the access of these students to higher education is ensured, but also their permanence and their successful Professional training.