A inclusão no ensino superior um estudo sobre acessibilidade, possibilidades e desafios no acesso e permanência de estudantes no curso de Medicina

Abstract

Over the past few years, laws, actions and programs have emerged that aim to include students with disabilities in Higher Education. However, the magnitude of the challenges that govern the inclusion process requires that the entire academic community recognize the diversity and the right to autonomy of these students in order to break the historical social segregation This is an empirical research of qualitative nature, from the speech of research participants, we analyzed narratives experienced by them, in an attempt to understand the micro dynamics of the academic training process, to know the paths traveled, to apprehend the meanings self-attributed, as well as the relationship between peers, the construction of identity in the inclusive process of academic training, problematized from the experience of students with disabilities enrolled in the medical course at UFTM, in different periods, between the years 2017 and 2019. To this end, a bibliographical survey of the "State of the Art" type was carried out, as well as life stories through semi-structured interviews, observation in a practice scenario, in the interface between the results obtained and interpretations of the short story "Third Bank of the River" by João Guimaraes Rosa. The IRAMUTEQ software was used as a resource for the textual analysis of the participants' report by organizing the distribution of vocabulary in an easily understandable and visually clear way through Zipf diagram analysis, Similarity analysis and Word Cloud analysis. Of the total eleven eligible students, six participated in the interviews and only two consented to observation in the practice setting. In the interviews, strong narratives were echoed, allowing us to perceive how family and affective ties act in the lives of these students. Still, in their narratives, we notice the intense concern with failing grades, the exhausting workload, and the personal charges with the exhausting dynamics of the course. The line that unites and separates us is part of the betting on the countless possibilities as a margin, in order to mark the constitutive function of the university and of the students with disabilities in the medical course. The trace needs to slide from the standards of normality through the innumerous perspectives of an academic formative process, at the same time suspending, doubting of posited, hegemonic, capacitating, meritocratic and discriminatory truths. The margins as a starting point: we rethink and invent a river that, today, we call inclusion. Let's sail...