Name: LETICIA ANDRADE DA SILVA
Publication date: 27/10/2022
Advisor:
Name |
Role |
|---|---|
| RUBENS DE ARAÚJO AMARO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ALEXANDRE REIS ROSA | Internal Examiner * |
| KATIA CYRLENE DE ARAUJO VASCONCELOS | Internal Examiner * |
| RUBENS DE ARAÚJO AMARO | Advisor * |
| TERESA CRISTINA JANES CARNEIRO | External Examiner * |
Summary: The contamination of a virus that causes severe respiratory syndromes and other
symptoms is reshaping the world in many ways (BUFFA, 2020). Characterizing a
scenario of uncertainties, COVID-19 has been causing unprecedented social,
economic and political impacts that may still be felt in the coming years (ROGOFF,
2020). In education, restrictions are mainly reflected in the difficulty of accessing the
internet, in attitudinal, communicational and technological barriers, causing serious
harm to a significant layer of the most vulnerable population. (FREITAS; CABRAL,
2021; NETA; NASCIMENTO; FALCÃO, 2020). In this parcel, there are people with
disabilities. Students with disabilities in Higher Education are occupying a rightful
place, which is responsible for the development of critical thinking and with an
important social role. Thus, this dissertation discusses the trajectory of conceptions of
disability in society, its changes in nomenclature, the achievements of law through
struggles, the legal framework of special education and the impacts of the pandemic
on higher education. The objective of this work was to analyze the effects of the
pandemic on the educational experience of students with disabilities (physical, visual,
auditory and intellectual) in higher education at the Federal University of Espírito
Santo. The research investigated a little explored phenomenon, classifying itself as
qualitative, exploratory and descriptive. To collect data for this research, semistructured interviews and document analysis were used. The research subjects were
six students with disabilities assisted by the accessibility center of the Federal
University of Espírito Santo, and five members of the same accessibility center. The
interviews took place in person and virtually, according to the participant's preference.
The interviews were recorded and transcribed verbatim. In the analysis and treatment
of data, content analysis was used, as proposed by Bardin (2011). In the document
analysis, it was used as a corpus of analytical documents produced by the university.
The study was tolerated and approved by the Ethics Committee in Research with
Human Beings of the Institution. The results indicate that the students had their main
source of integration withdrawn from society. They dealt with technological challenges
and internet connections. They gave new meaning to their spaces (bedrooms and
classrooms became an improvised classroom). Had conflicting relationships with
teachers and they were supported by the accessibility nucleus. The nucleus was
essential for staying and facing the pandemic. The actions followed, such as the nonavailability of material adapted or made available in advance, and the enabling attitude
(which demeans the student because of the disability) is what most affects the teaching
process, as this causes all other barriers to emerge: architectural, communicational ,
methodological, instrumental, programmatic, attitudinal and transport. Professors play
a fundamental role in education, therefore, it is necessary to train them and encourage
the involvement of the entire university to minimize barriers and promote accessibility
and inclusion in higher education. The voice of the person with a disability is necessary,
exposed as real extensive and need for change to reach accessibility. Thus, the main
contribution of this research is to make people aware in the educational and social
spheres so that they can create controls/documents based on accessibility and the real
needs of people with disabilities.
