Inclusão em educação: Fronteiras entre a política institucional e os movimentos instituintes do atendimento educacional de estudantes público-alvo da educação especial na Universidade Federal Rural do Rio de Janeiro - Campus de Seropédica

Abstract

This dissertation deals about the boundaries are established with a view to educational services for special education students in the audience UFRRJ. To this end, this study conceptualized Public policies of inclusion, analyzing institutional documents and Brazilian law relevant to this subject. Accessibility levels were characterized and questioned the process of educational inclusion in UFRRJ the perception of the target audience of special education students. This study deepenened fundamentally in the significant issues to inclusive education and democratization of higher education, significantly present in thought Moreira, who corroborating the thought of others, contributed to the debate on the diversity of positions and on the social aspects, cultural and educational audience of students in special education. Through a reflective approach the barriers that hinder academic success of these students were presented. This research was conducted at the Federal Rural University of Rio de Janeiro - Campus Seropédica, with the participants three target audience of special education students. We had as objectives: Identify the existence of target audience of students in special education UFRRJ; Identify the inclusive educational policies implemented / being implemented by UFRRJ, as regards the inclusion of the target group of special education students; Identify the institutional documents of UFRRJ (Rules of Procedure, Statute; Institutional Development Plan (IDP) and MEC reports) guidelines that they turn to meet the educational needs of the target group of special education students; Accessibility characterize levels (physical / architectural, educational and pedagogical) and actions / structures that relate to the inclusion of target group of special education students; Analyze the process of educational inclusion in UFRRJ, based on the public policy area and in the perception of the target group of special education students. The results showed a contradiction between instituted (legal provisions of all kinds) and the instituting (signed daily). The way to go to democratize higher education with a view, especially the affirmation of democracy this level of education, need to be followed in the locus experience this study. We argue that for teacher training, curriculum adaptation, pedagogical political projects that address accessibility, attitudinal change and the involvement of the academic community with a view to the emancipation of all its students will be able to claim the plural education, human and democratic / inclusive