Caminhos para inclusão: diagnóstico da acessibilidade na percepção do Núcleo de Acessibilidade e Estudantes com Deficiência da Universidade Federal do Cariri - UFCA

Abstract

The right to accessibility and inclusive education at all levels of education for people with disabilities (PwD) is guaranteed in Brazilian legislation, so that they can develop their talents and physical, intellectual, sensory and social skills according to their needs of learning. In higher education, the Federal Institutions of Higher Education (IFES) play an important role in this path, assuming the responsibility of disseminating knowledge in addition to guaranteeing the rights of this public, but with the aim of deconstructing prejudices and providing conditions of equity for equality of opportunities. Therefore, accessibility and inclusion must compose the institutional strategic planning aimed at achieving the established goals. An important tool for this planning was the Balanced Scorecard (BSC) applied to the public service Ghelman and Costa (2006). In this sense, this research aimed to raise subsidies for the construction of the accessibility plan at the Federal University of Cariri (UFCA), an IFES located in the macro-region of Cariri/Southern Center of Ceará, based on the dimensions of accessibility proposed by Sassaki (2009): architectural, communicational, methodological, instrumental, programmatic and attitudinal. The following question was taken as a starting point: What is the perception of the accessibility center and students with disabilities about institutional accessibility to support the construction of an accessibility plan? For this purpose, a qualitative, applied, descriptive and exploratory approach was used. Documentary and bibliographical research was used, as well as the Focal Group technique with two different groups, seven effective servants of the Accessibility Secretariat (SEACE), using the 5 Whys and Ishikawa Diagram tools, and 19 students with disabilities from the institution, using a semi-structured script of questions, respectively, in order to collectively identify the main elements perceived by these subjects who have different, but not opposite, roles in the area of accessibility for PwD in IFES. Data analysis showed that, in the perception of effective SEACE employees, there is a need to promote solutions that contribute to access, permanence, participation and learning; support and encourage professional development; training for the development of an inclusive culture; strengthen intersectoriality; strengthen external partnerships; expand the budget and optimize its application; and strengthen the use of information system. In the students' perception, there are barriers in all dimensions of accessibility. And they demand to strengthen the relationship with the students; improve integration with campuses; strengthen intersectoriality; expand the staff of specialized professionals; and promote solutions that contribute to access, permanence, participation and learning. Thus, it is expected that this work will help UFCA in strengthening institutional planning and in the elaboration of an accessibility plan based on the elements highlighted by the subjects participating in the research.