Mestrado Profissional em Gestão Pública

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17553

Nível: Mestrado Profissional
Ano de início: 2011
Conceito atual na CAPES: 4
Ato normativo: Homologado pelo CNE, Parecer CES/CNE nº 487/2018 (Portaria MEC 609, de 14/03/2019), DOU 18/03/2019, seção 1, p. 63.
Periodicidade de seleção: Anual
Área(s) de concentração: Administração Pública
Url do curso: https://gestaopublica.ufes.br/pt-br/pos-graduacao/PPGGP/detalhes-do-curso?id=1414

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Navegando Mestrado Profissional em Gestão Pública por Assunto "Accessibility bureaus"

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    Inclusão e acessibilidade no ensino superior: das necessidades às possibilidades
    (Universidade Federal do Espírito Santo, 2020-09-17) Sartorio, Adriana Venturini; Nunes, Isabel Matos; https://orcid.org/0000-0001-9127-6384; http://lattes.cnpq.br/1434416276486446; https://orcid.org/0000-0001-9373-2566; http://lattes.cnpq.br/8850661138962689; Tosta, Marielce de Cassia Ribeiro; https://orcid.org/0000-0001-6037-4088; http://lattes.cnpq.br/5222139886054755; Cristofoleti, Rita de Cassia; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/7652852076064341; Goncalves, Wellington; https://orcid.org/; http://lattes.cnpq.br/3844454977315778
    Introduction: The presence of people with disabilities in higher education is a reality that has been increasing every year in our country, and has been a topic of debate on public inclusion policies since the 1990s. The implementation of educational guidelines and actions developed by the State, such as the Incluir Program, have become essential for the fulfillment of the rights enforced by law to public students of Special Education. Such actions have been taking place in Higher Education through the creation of accessibility sectors. The Universidade Federal do Espírito Santo (Ufes), which is composed of several Campi, has structural characteristics and profiles of very particular users in each region where their Education Centers are located. The problem observed at the Centro Universitário Norte do Espírito Santo (Ceunes) is that there is a great need for actions to be taken by the Accessibility Bureau for the reception of students with disabilities and, most importantly, implementing adaptations in infrastructure. In this context, the general aim of the research was to investigate the actions articulated between the Accessibility Bureau of the Universidade Federal do Espírito Santo (Naufes) and Ceunes, with regards to the effectiveness of accessibility for students with disabilities enrolled in the São Mateus Campus. In theoretical terms, the research was supported by theoretical assumptions about accessibility and inclusion and is based on the current legislations that talk about the inclusion of people with disabilities in the education network. As for the methods and procedures it is a qualitative research, characterizing the research as descriptive. For data collection, in addition to document analysis, interviews have been made, which were recorded and transcribed, and then undergone through content analysis procedures (BARDIN, 2002). As a result, we can conclude that Ufes has endeavored and planned actions for the inclusion of groups that do not fit into a socially constructed standard perceived as ideal, but find many obstacles to the achievement of their objectives, having the attitudinal and pedagogical barriers considered the main one to be overcomed, followed by mobility and transportation issues. In the 14 years of Ceunes' existence, only 10% of students who declared themselves to having disabilities completed their undergraduate course, 75% became graduates, and currently there are 51 public students in special education, with active enrollments in Ceunes undergraduate courses. The Accessibility Bureau works by demand and there is no action planned for Ceunes. From the results, as a technological product, a conclusive technical report was developed with some suggestions to assist in planning activities and actions to promote accessibility for the São Mateus Campus. We believe that having a Campus that is more accessible for the promotion of inclusion will occur more effectively in the future, with the expected consequence of an increase in the number of enrollments of people targeted by special education policies in higher education