Estágio curricular obrigatório para universitários com deficiência: contexto e vozes

Abstract

The current educational policy in the Brazilian context advocates the guarantee of an inclusive education system at all levels of education. As a result, in recent years there has been a significant increase in the access of students with disabilities to Higher Education. However, in the monitoring of this public by the Secretariat of Inclusion and Accessibility at the Federal University of Rio Grande do Norte (UFRN), difficulties related to the mandatory curricular internship experiences of students with disabilities are observed, with regard to barriers that interfere in the full development of professional skills and inclusion of these students. Faced with this problem, the present research. Faced with this problem, the present research adopts an approach of convergent mixed methods, with an exploratory and descriptive character, with the general objective of analyzing the experiences of graduates with disabilities regarding the accessibility experienced in mandatory curricular internships in UFRN undergraduate courses. To achieve this objective, we used document analysis and online questionnaire as instruments, whose collected data of a quantitative nature were analyzed using descriptive statistics, and those arising from the open questions of the questionnaire using the theoretical Thematic Analysis, based on the themes: internship structure and barriers and facilitating aspects. In addition, it was also proposed to update the UFRN internship booklet, characterized as an educational product, given the professional character of this master's degree. In the period of time frame of the research, the total number of graduates with disabilities from UFRN who were monitored by SIA from courses with mandatory internship in the curriculum structure was 54, of which 14 (25.9%) participated. The analysis and discussions of the results were directed to the reality of the sample studied, without statistical inference. In general, the results highlighted the confrontation of barriers in its different dimensions by graduates with disabilities in mandatory curricular internship activities, with barriers such as: ableism, lack of accessible transport, absence of communication mediators for sign language users, predominance of “ouvintivismo”, lack of autonomy of safe and oriented locomotion in spaces and absence of accessible materials and instruments. In addition, aspects that facilitate or hinder, depending on the way they are presented, were evidenced: student participation in the definition of the internship location, evaluation of the conditions of the internship field, including accessibility, pedagogical performance of the internship advisor teacher, institutional policies for continuing teacher education and pedagogical proposal for the internship linked to the course pedagogical project. Finally, a proposal for an Internship Booklet was prepared for UFRN, with the support and partnership of the department responsible of the graduation in the university (PROGRAD), with the proposal of being a guiding document for all parties involved in the internship, aggregating, in a transversal way, considerations about inclusion and accessibility, as well as guidance on facilitating aspects and barriers highlighted in our research.