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Reflective practices in inclusive education in higher education

Grant number: 18/11265-9
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): April 01, 2019
Effective date (End): March 31, 2022
Field of knowledge:Humanities - Education
Principal Investigator:Lúcia Pereira Leite
Grantee:Jose Tadeu Acuna
Home Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil

Abstract

The central theme of this research is the inclusion of people with disabilities in higher education. It`s based on the premise that human beings produce their historical existence in the dialectic relation with the environment in a process of appropriation of cultural elements which allows their objectification in materiality. This general law of development is also applied to people with disabilities, among them those classified in the Autistic Spectrum Disorder (ASD), because of that adaptations designed for their particularities are needed. Thus Higher Education should provide cultural elements and prepare students for the job market and to take advantage of their rights and duties. However, even though Brazil is a signatory of inclusive policies, educational contexts still do little to provide inclusive conditions, making the accessibility and completion of studies of people with disabilities even more difficult. Faced with this problem, the objective is to propose reflective practices in favor of Inclusive Education in Higher Education, from the application of the scale of Conceptions of Disability (ECD) and a reflective formative action. It is proposed a qualitative research with the strategy of case study. The data collection will occur at UNESP - Bauru, in two stages, the first with the application of ECD in all teachers of the course of Chemistry (13), the second with direct observation of the pedagogical practice of one of the teachers who agreed to participate, by means of records to a field diary. After this action, will be held this same reflective continuing education teacher considering the observations and a roadmap that helps to reflect on the pedagogical practice in the classroom. The central idea is based on the monitoring and rethink the pedagogical faculty addressed to students with ASD, since the professor of the course mentioned has sought assistance for the conduct of the teaching process, depending on the features presented by this public. The reflexive meetings will be analyzed in the light of the script used in each meeting and a proposed set of indicators for the analysis of pedagogical practice, so that it is possible to ascertain changes this practice itself.