Acessibilidade na educação superior: dificuldades e estratégias para inclusão de estudantes com deficiência visual no curso de Pedagogia do CESPI/UEMA

Abstract

The present work presents results of a study on the inclusion process of students with visual impairment (VI) in higher education. From perceptions about the reality of CESPI/UEMA, the interest in verifying forms of support guaranteed by the institutional policy of accessibility to students in the inclusion process emerged, what are the main difficulties and strategies adopted in this university center for their participation. Therefore, the following question arose: How is the implementation of the UEMA accessibility policy for students with disabilities at Campus Pinheiro in relation to inclusion in higher education? Thus, this study aimed to analyze the implementation of the accessibility policy of the State University of Maranhão (UEMA) in relation to the conditions guaranteed to students with VI in the Pedagogy course at the Center for Higher Studies of Pinheiro (CESPI). To carry out this qualitative study, a bibliographic survey was carried out (scientific texts on the subject), document analysis (laws, reports, projects and other documents) and semi-structured interviews with professors and students in the process of inclusion in CESPI/UEMA. The research showed that despite efforts and advances in aspects of accessibility, such as improvements in infrastructure and creation of strategies to favor the inclusion process of students with VI, actions are still limited, which affects their participation in the university environment.