Barreiras, inclusão e acessibilidade: a opinião de Docentes do Curso de Administração da UFRN sobre alunos com necessidades específicas

Abstract

This study examines the opinions of professors in the Administration course at the Federal University of Rio Grande do Norte (UFRN) regarding the Inclusive Education Policy for Higher Education, considering the normative foundations of accessibility. The overall objective of the research is to analyze the professors' opinions on the inclusion and accessibility policy at the UFRN campus for students with specific needs and to identify potential improvements for the institution based on these opinions. The adopted methodology is descriptive in nature, grounded in a quantitative approach, including a review of bibliographic research. The sample comprised active UFRN professors, subjected to questionnaires administered during field interviews. In conclusion, it is recognized that there is a need for a continuous commitment to the inclusion of students with specific needs in the university. This involves acknowledging the importance of teacher training, institutional collaboration, and physical support, emphasizing the necessity of fostering a culture of diversity acceptance that permeates all aspects of academic life. For further studies, it is recommended to extend the analysis to professors from other courses to gather a more comprehensive dataset across the entire campus. Additionally, a statistical qualitative analysis through openended interviews is suggested to explore the collected data with greater depth and understanding of inclusion throughout the UFRN ecosystem.