Desafios e possibilidades da pessoa com deficiência visual no ensino superior: relato de experiência

Abstract

This research is the result of many desires, questions and reflections brought up throughout the Pedagogy course, in a special way, through the experiences, difficulties and possibilities arising during the course. In this sense, the question arises about what these possibilities and challenges are faced by people with disabilities in higher education, in a public institution. Therefore, this article reflects on the challenges and possibilities of inclusive education in the pedagogy course at a federal university in the Brazilian Northeast. This research is about the experience of a person with a disability and university students. An author, a Pedagogy major, motivated by her experiences and reflections throughout the course, seeks to understand more deeply the dynamics of inclusion in the academic environment. Based on an experience report, we will make a theoretical reflection in the light of authors such as Alves, Ferrari, Santos and Sassaki, about reports of the experiences of people with disabilities about the challenges and possibilities faced. To this end, the study adopts a qualitative approach, a comprehensive bibliographic review was carried out, updated in studies by various authors such as Castanho, Ferrari, Glat, Santos, Silva, Tomelin and Pimentel in the field of inclusion and accessibility in higher education. To answer the proposed question, we brought the legal bases and attitudes and provided a historical and legal contextualization of the inclusion of people with disabilities in the academic environment. Below, we show the challenges and possibilities experienced by the student himself and by other students with disabilities in the Pedagogy course. Finally, the opportunities offered by the university and the learning acquired through the reported experiences are discussed. The importance of inclusion and accessibility in higher education and the need for concrete policies and actions to ensure the full participation of people with disabilities in this academic environment were noted. We believe that the study contributes to expanding knowledge on the subject and promoting reflections that can support more inclusive practices in higher education institutions.