Magalhães, Rita de Cássia Barbosa PaivaBezerra, Tarcileide Maria Costa2022-07-162022-07-162022-03-30BEZERRA, Tarcileide Maria Costa. Docência e inclusão do estudante com deficiência na Universidade Estadual do Ceará (UECE). 2022. 364f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2022.https://repositorio.ufrn.br/handle/123456789/48538The percentage of people with disabilities at the university is still small in Brazil. Despite of the bit inclusion for this people at the higher education institutions many changes need to be implemented in the academic space to meet demands of these students. The changes consist of the creation of inclusive public policies, adaptations, more accessible places, didactic resources to improve the learning and other favorable conditions to the successful permanence of students with disabilities in higher education. In accord with the mentioned changes, the work teacher also needs to be developed to meet demands of the students with disabilities at the university. This research aimed to analyze the practices and conceptions teaching of the professors of higher education about the inclusion of students with disabilities relating them to their experiences in the classroom. The specific objectives that were formulated: a) to investigate the curricular training of university professors for teaching with students with disabilities; b) to analyze the teaching practices that were made by university professors with a view to including students with disabilities; c) to discuss in a critical and reflective perspective the narratives of teaching practice related to experience with students with disabilities in higher education; d) to analyze the State University of Ceara in his policy for the inclusion of students with disabilities. What are the concepts and teaching practices related to the experiences of a professor’s group from State University of Ceara for students with disabilities in the classroom? This is the principal question of this study. This is a qualitative case study that was developed at the State University of Ceara - Itaperi campus in Fortaleza city, CE. As a methodology it was made some observations in two online classrooms and semi-structured interviews in 2019 to 2020. For the investigation was necessary the participation of ten (10) professors from Education course and Veterinary, Medicine, Nursing and Physics courses as well who have or not some experience with students with disabilities. It was covered by the study four (4) areas of knowledge: Human Sciences, Health Sciences, Exact Sciences and Agricultural Sciences. The registers were made through field journal, recordings and photos as well. The results indicated that professors have differents opinions in their conceptions about disability and students with disabilities at the university, most of professors share the idea that students with disabilities should have access to the university even some of them make a relation between access to higher education and the student’s disability condition, the professor understand his role in the process including of the student with disability in higher education, the professors do not have an enough knowledge to develop a work with the students with disabilities and the State University of Ceara needs an inclusion policy to help the teaching work in the classroom. For the conclusion we highlight that despite the difficulties listed and experienced by professors on work with students with disabilities they have been able to include these students in the activities developed in the classroom. We also concluded that the State University of Ceara needs to an inclusion policy to help the institution in his work for students with disabilities who are in the undergraduate courses.Acesso AbertoEnsino superior e inclusãoConcepções e práticas docentesEstudante com deficiênciadoctoralThesis