Banca de DEFESA: LAURA MEDEIROS SOUTO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LAURA MEDEIROS SOUTO
DATE: 25/06/2026
TIME: 14:30
LOCAL: Webconferência
TITLE:

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KEY WORDS:

Teaching professionality; inclusive education; social representations.

PAGES: 185
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The inclusion of people with disabilities has been a recurring theme since the 1980s from a

social inclusion perspective. It has been addressed within the educational context and widely

discussed in contemporary democratic societies since the 1990s, beginning with the "World

Declaration on Education for All: Meeting Basic Learning Needs", a document organized and

published by the United Nations Educational, Scientific and Cultural Organization (UNESCO)

during the World Conference on Education for All in Jomtien. From then until the present day,

these discussions have been present in schools, universities, and other educational and social

spaces, proving essential for achieving a truly equitable society. Furthermore, this defense of

human rights and people with disabilities is embedded in the global action plan designed by the

United Nations (UN) in the 2030 Agenda for Sustainable Development, specifically under

Sustainable Development Goal (SDG) 4 - Quality Education - to ensure inclusive and equitable

quality education and promote lifelong learning opportunities for all. Within this context, the

Federal University of Rio Grande do Norte (UFRN) established its Inclusion and Accessibility

Policy in 2019 and updated it in 2022, in accordance with RESOLUÇÃO CONJUNTA Nº.

002/2022- CONSEPE/CONSAD, dated May 10, 2022. Knowing that the feasibility of the

aforementioned Policy in the academic environment, especially within the teaching dimension,

is crucial, as its principles, objectives, and guidelines materialize through teaching practices,

this study aims to investigate whether there are social representations concerning the Inclusion

and Accessibility Policy and its articulations within the professionality of UFRN professors

from an inclusive education perspective. This research adopts a qualitative, phenomenological,

exploratory, documentary, and bibliographic approach. To this end, the Theory of Social

Representations (TSR) under the Structural Approach/Central Core Theory (CCT) is adopted

as the theoretical-methodological framework, grounded in authors such as Moscovici (2007),

Jodelet (2001), Abric (1998), Sá (1998), and Melo (2023, 2024). Data collection was conducted

using the Free Word Association Technique (FWA), structured questionnaires, and semi

structured interviews, while data analysis was performed through Bardin’s Content Analysis

(2020) and the Representational Spiral System (SER). As results, the study identifies social

cognitions expressed through perceptions and attributions of senses, meanings, and values

(social representations) by Higher Education and Basic, Technical, and Technological

Education (EBTT) professors regarding the aforementioned Inclusion and Accessibility Policy.

This highlights the cognizing process of anchoring around the evoked terms "necessary" and

"important," simultaneously revealing its objectification process and links with the pursuit of a

teaching professionality geared toward inclusive education.

COMMITTEE MEMBERS:
Interna - 1630662 - ADEMARCIA LOPES DE OLIVEIRA COSTA
Externa à Instituição - ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES - IFRN
Interna - 2621064 - CYNARA TEIXEIRA RIBEIRO
Presidente - 1149542 - FRANCISCO RICARDO LINS VIEIRA DE MELO
Interna - 3063485 - KATIA REGINA LOPES COSTA
Externa à Instituição - KATIUSCIA CRISTINA VARGAS ANTUNES
Externa à Instituição - LUCELIA CARDOSO CAVALCANTE RABELO - UNIFESSPA