Dissertação
Educomunicação como tecnologia assistiva: caminhos à efetivação do direito à educação da pessoa com diversidade funcional no ensino superior
Fecha
2019-03-22Autor
Hoppe, Barbara Chiodini Axt
Institución
Resumen
The present research proposes to give visibility to a new potentiality of accessibility to
the Brazilian higher education of the people with functional diversity. Observed the gap
existing in the specialized regulations when developing the research problem: What
are the obstacles and perspectives for educommunication as an assistive technology,
presenting itself as a mechanism of instrumentalization for the realization of the right
to education, beyond the access to higher education and, yes, for inclusion,
permanence, participation and learning inserted in an educational system really
inclusive? And, from the hypothesis testing: that the praxis of educommunication as
possible assistive technology, aiming at accessibility, could potentiate integral
formation and social development. Hypothesis confirmed at the theoretical-conceptual
level and within the scope of strategic and institutional objectives, since the realization
of the right to education in human rights, perfectibilized by the implementation of
improvement of communicative ecosystems of educational spaces and university
management education systems, by praxis educommunication as assistive
technology, can be instrumentalized as a) technical assistance for education, with a
focus on the individual of assistive technology for communication and access to
information, as well as, b) a culture of accessibility, focusing on individuals and society,
for the awareness and planning of public and institutional policies to equate
opportunities for access, permanence, participation and real learning. The perspective
that is presented as possible after the data collection of two fronts, using a mixed
method approach, the sequential explanatory design, which allowed the collection of i)
secondary and primary quantitative data, aiming at a general understanding of the
problem and ii) of qualitative data that could refine and explain the descriptive statistical
results presented in the representative empirical case study carried out with the
population of the Federal University of Santa Maria / RS. The secondary quantitative
data were unified in showing a fragility in the development of public policies aimed at
people with functional diversity, even though Brazil is among the countries that most
include in Latin America, since it was found that guaranteeing rights in the normative
body, such as universalization of access to higher education is only the first step
towards the realization of a truly inclusive education. Mainly in the network society,
where one can not lose the possibility of being heard and now part of the planning of
actions and / or public policies for true social inclusion.