Atendimento educacional especializado no ensino superior: concepção e implementação na Universidade Federal de Campina Grande.

Abstract

In the context of special-needs education public policy to higher education, the special education service (SES) set the legislation as transversal to all the levels, stages and modalities of education in Brazil. However, concerning higher education, the literature review shows there are few works that approach the special education theme, as well as, though it is set on the legislation of Brazil, there is a lack of implementation standard of the special education service on higher education. For this reason, this study has the aim to analyze the implementation of the special education service in the context of the Universidade Federal de Campina Grande (UFCG). In this sense, analysis objects were the internal documents of the UFCG, and the external documents, the speeches from the structured questionnaires with subjective answers from the participants segmented as NAI manager (1 participant), multiprofessional team (12 participants), professors (11 participants), students (35 participants) and a participant natural observation, which analysis and interpretation were based on the Content Analysis. This work was headed by the theoretical conceptions that approach the subjects of the special-needs education on the background of the public policy of education on the perspective of an inclusive education. In legal terms, the special education service on higher education is instituted as an accessibility center, and at UFCG, it was founded the Inclusion and Accessibility Center (IAC) with the purpose of improving the educational service, besides other purposes. This study verified that the special education service (SES) implemented performs his purposes partially, because of a) a non-observance of a pedagogical dimension inherent to the programs and services implemented, in addition to the ones which must be available, like the individualized educational plan (IEP); b) the lack of Pedagogues to compose the multiprofessional team; c) the need of workforce dimensioning and hiring persons to compose a professional team that works exclusively with the IAC demands, because the public servants work with demands from student assistance services and from the IAC; d) the existence of attitudinal barriers, and thus, the need of capacity-building course for all the academic community and, specifically, for all the participants of the Inclusive Tutoring Program; e) lack of autonomy for the budgetary planning. Based on these verifications, a guideline purpose was planned in order to review the IAC Regiment and guideline the public policy of inclusion at UFCG. This research contributed to the comprehension of the special education service on higher education, especially, at the surveyed institution, and to claim the need to ensure an inclusive and equitable education with quality, promoting lifelong learning opportunities for all.