Banca de DEFESA: LUANA CANDIDO DOS SANTOS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LUANA CANDIDO DOS SANTOS
DATE: 31/07/2025
TIME: 09:00
LOCAL: Multimeios 03 - CE
TITLE:

-

KEY WORDS:

Keywords: Permanence; Pandemic; Students with Disabilities; Integrated High School; Educational Inclusion.

 

PAGES: 162
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

n Brazil, access to and permanence in quality education is considered an inalienable social right for students with disabilities. This right is constitutionally guaranteed and is also anchored in other key national legal frameworks, such as the Brazilian Inclusion Law and the National Policy on Special Education from an Inclusive Perspective. However, despite being legally and formally assured, this right is not always effectively realized in Brazilian educational settings, especially during times of crisis such as the Covid-19 pandemic, when inequalities in access to and continuity in education for students with disabilities became even more evident. Within this context of uncertainty and exposed educational disparities, the Federal Institutes of Education, Science and Technology—particularly through the Integrated High School program at IFPE – Recife Campus—played a critical role by structuring actions, policies, and initiatives aimed at students with disabilities and other specific educational needs to ensure their educational inclusion. Given this scenario, the central objective of this thesis was to analyze the permanence of students with disabilities during the Covid-19 pandemic within the context of Integrated High School education. To achieve this, the study employed a qualitative and documentary research approach, as well as semi-structured questionnaires administered to key participants, including students with disabilities who experienced the pandemic,teachers of the Integrated High School program, and professionals from the campus’sSupport Center for Students with Disabilities (NAPNE). Data were collected during 2024 and 2025, following strict ethical protocols approved by the Ethics Committee of UFRN, ensuring participants' confidentiality and adherence to scientific research standards.The findings indicate that the Emergency Remote Education model, adopted in response to the pandemic's exceptional conditions, ultimately intensified pre-existing educational inequalities among students with disabilities at IFPE. This conclusion is supported by the students' own accounts, which revealed difficulties in remaining engaged in classes—primarily due to the lack of accessibility on online platforms, the indifference of some teachers (especially in technical courses) to providing more accessible lessons, and the absence of adequate pedagogical resources for remote learning. Nevertheless, despite these challenges, institutional actions were identified that helped mitigate the negative impacts of remote education, such as support from NAPNE and student assistance programs, which contributed to sustaining student engagement.Therefore, it is concluded that the effective realization of educational inclusion demands structural public policies, continuous teacher training, and the promotion of diversity as a central axis of pedagogical practice.

COMMITTEE MEMBERS:
Presidente - 3144003 - GESSICA FABIELY FONSECA
Interna - 3063485 - KATIA REGINA LOPES COSTA FREIRE
Interna - 2313711 - FLAVIA ROLDAN VIANA
Interna - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - MARCIA TORRES NERI SOARES - UFRN
Externo à Instituição - JULIO RIBEIRO SOARES
Externa à Instituição - PRISCILA BENITEZ