Desafios na formação acadêmica: entre desistir e persistir, narrativa em foco na educação especial e inclusiva

Abstract

This article seeks to understand the difficulties faced by visually impaired undergraduates, given that the number of atypical students enrolled in public schools increases every year, and often the availability of vacancies alone does not guarantee their continued presence. This is a qualitative participatory study. The instruments used for theoretical support and discussion were: a bibliographic review of articles on the topic and the undergraduate's narrative through a semi-structured questionnaire sent via WhatsApp. The data were obtained on July 13, 2024. The theoretical framework for this study includes: Arendt (2020), Arroyo (2017); Arruda & Dickson (2018); Brasil (2024); Ferrari & Sekkel (2007); Silva & Freitas (2024); Furlan (2020); Konkel et Al (2015); Rodrigues (2017), Santos & Rocha (2023), among others. The results of the research reveal that undergraduate F. S. faces many barriers in his educational path, namely: the lack of interest of some teachers in continuing education for teaching in the area of Special Education; difficulty in learning the content since there are no technological resources in the classroom to meet their unique needs; the ableist view of some professionals regarding the learning of people with visual impairments still predominates; and lack of physical accessibility. It is expected that the results of this study will contribute to improving the quality of teaching and learning for people with disabilities in public universities.