Percepções de estudantes com deficiência sobre integração, acessibilidade e inclusão no Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco – Campus Recife

Abstract

This research aims to understand the accessibility conditions and the process of integration and / or inclusion materialized at IFPE - Campus Recife, from the perceptions of students with disabilities. Initially, the socio-historical trajectory of people with disabilities (PwD) was delineated, predominantly marked by exclusion. The achievements arising from social struggles were also studied, which materialized in an extensive legal apparatus aimed at guaranteeing specific rights for this portion of the population, allowing access to the various spheres of society, even under adverse conditions. In the other hand, the perpetuation of exclusionary processes was observed, expressed by the reproduction of stigmas, by the establishment of symbolic violence, as well as by the consolidation of subjugation relations (established and outsiders). In the educational environment, it was evidenced that the insertion of these people in regular spaces was guided by antagonistic paradigms (integration / inclusion), not abstaining from this reality Professional and Technological Education and its Federal Institutes, whose announced commitment is with the promotion of a human, integral and emancipatory formation. The qualitative approach sought to interpret the phenomena from a dialectical perspective, considering that they cannot be dissociated from their historical, political, cultural influences, among others. Regarding the technical procedures for obtaining data, a bibliographic research and a documentary survey were adopted, in addition to simple observation, recorded in a field diary. Semi-structured interviews were also carried out with students with disabilities regularly enrolled in the integrated and subsequent technical courses of the mentioned Campus. The examination of the collected material was developed based on the Bardin Content Analysis technique (2011), being chosen the thematic category modality, which allowed to identify the presence of architectural, communicational, pedagogical and attitudinal barriers, revealing that the formative path of these students it is plagued by violations, omissions and setbacks. From the perceptions of the interviewees, elements that sometimes evoke the integrationist logic, sometimes reaffirm the exclusion of PwD were recognized in the analyzed environment, alerting to the immediate need to reformulate the actions and inclusive strategies adopted by the Institute, in which heterogeneity needs to make to be valued, as a factor in raising quality and social and human wealth. The research findings gave rise to an educational product, prepared in an educational booklet format, aimed at socializing systematized information and sensitizing the entire academic community, with a view to combating exclusionary practices in the school routine of the target audience