Eu e tu, nós os diferentes : a percepção dos estudantes com deficiência sobre a inclusão no ensino superior

Abstract

The present paper is the result of a master degree in education research from PPGEdu/CUR/UFMT (Education Postgraduate Program/Rondonópolis Campus/Mato Grosso Federal University), which its focus is the inclusion of students with public high education deficiency, from their own perception about this process. In the last decades, there have been great advances regarding educational inclusion of people with deficiency, but in the high education level, it is still present as a trouble immersed in contradictions, limits and challenges, inserted in an economic, political, cultural and ideological complex context. To overcome these challenges, the public university will need to find dialogue channels in the huge diversity which makes itself, especially, the historical education and society excluded groups that are conquering, more and more, their place on this level of education. And, from this dialogue, together, to build such inclusion in high education in a more effective, broad and thoughtful way, uniting all in a collective and permanent effort to recreate itself, changing the excluding practices, being them cultural, physical, organizational, pedagogical and even the ones referring to the nature and function of the social institutions. Because of the historicity and dialecticism which involve the inclusion in high education, this paper is based on Freire, Marx, Kosic, and the convergent theoreticians to them, who problematize nowadays issues and education contemporary challenges, starting from the concreteness. The research general goal was to analyze the inclusion in public high education from the perception of students with deficiency. Especifically, it was searched for: a) to identify the limits and challenges of the inclusion in high education, from the students with deficiency perspective, related to the college students, professors and the institution; b) to expose and debate the deficiency of the students view about the process of inclusion in high education within the economic, political, cultural and ideological context that they are inserted; c) to understand the process of inclusion of the students with deficiency at the UFMT (MTFU/Mato Grosso Federal University) campus in the city of Rondonópolis. The methodological/theoretical approach is qualitative, on the dialectical perspective, and the data gathering were semi-structured interviews with eight students with deficiencies from the Rondonópolis University Campus (MFUF), locus of the research. The study carried out revealed a series of limitations and challenges of inclusion in high education, among them, the invisibility perceived in personal and institutional level; the interference from social inequality in the entrance, permanence and development; the detachment between the Brazilian legislation and its fruition; the lack, inadequacy or insufficient physical and pedagogical accessibilities, with a pressing need of information and formation to the students and professors, and of an internal better structured and efficient politics. In spite of all contradictions, limits and challenges still existent, it was concluded that the inclusion is a process to be built, and the making of an education with quality for all, which it demands, will be dependent of real combat, revision of our acts and thoughts at IES (Superior Education Institution) and in the society, as well as the shock with neoliberal forces that mine this public space so important in the lives of people with deficiency who consider it much more than a professional formation spot, for it means life, meeting, dignity, citizenship, dreams. The inclusion of people with deficiency in high education must be a collective construction and it will depend upon the concrete acting of those who compose the university for its materialization