Banca de DEFESA: ALSENI MARIA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALSENI MARIA DA SILVA
DATE: 27/03/2026
TIME: 09:00
LOCAL: videoconferência
TITLE:

A TEACHER'S PERSPECTIVE ON THE INCLUSION AND ACCESSIBILITY OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION: A STUDY AT THE FEDERAL UNIVERSITY OF CARIRI.

 

KEY WORDS:

Inclusion; accessibility; students with disabilities; higher education; faculty perspective.

PAGES: 95
BIG AREA: Ciências Sociais Aplicadas
AREA: Administração
SUMMARY:

This research aims to identify the perspective of professors at the Federal University of Cariri (UFCA) regarding the inclusion and accessibility of students with disabilities at the institution. A mixed-methods approach (qualitative and quantitative) is adopted, considering the complementarity between both methods for understanding the object of study, and is exploratory-descriptive in nature, as it seeks to deepen the understanding of a phenomenon and, at the same time, describe its characteristics based on reality. The study included 37 participants from a universe of 378 professors at UFCA, representing approximately 10% of the total. To achieve the proposed objectives, the research was divided into two complementary phases. In the first phase, the documentary research technique was used to describe the institutional support structure offered by UFCA and the theoretical framework. In the second phase, empirical research was conducted using the survey technique, applied to UFCA professors. The data collection instrument consisted of a structured questionnaire developed using the Google Forms platform, which was sent to the institutional emails of all university professors, containing multiple-choice and open-ended questions. The main results of the research highlight, firstly, the consolidation of a national framework focused on inclusion and accessibility, identified in the documentary phase, indicating the formal existence of structures and regulations to support students with disabilities. However, the empirical data collected from the 37 participating professors reveal that, although there is recognition of the importance of the topic, challenges persist related to specific training, inclusive pedagogical practices, and articulation with the institutional sector responsible for accessibility. Both general trends and subjective perceptions of the professors are identified, highlighting gaps in continuing education, structural difficulties, demands for greater institutional support, and the need to strengthen training policies and integration between teaching practices and institutional support, as a condition for the effective implementation of inclusion in higher education.

 

COMMITTEE MEMBERS:
Externa à Instituição - JACKLINE SUSANN SOUZA DA SILVA
Interna - 1803472 - LILIA ASUCA SUMIYA
Presidente - 2569281 - PAMELA DE MEDEIROS BRANDÃO