Políticas públicas para discentes com deficiência: a UTFPR.

Abstract

This thesis presents aspects of public policies for the entry of people with disabilities (PwD) in higher education courses. Specifically, it is studied the UTFPR Higher Education Institution with the national and international policies of students with disabilities to territorialize the inclusion space in the entrance process. The study’s general objective is to examine the public entrance policies for students with disabilities promoted in the university environment. To achieve this, it was necessary to resort to historical information present in the legislation, publications, technologies invents, students with disabilities and bibliometric surveys. The qualitative methodology nature was based on data collection, normative and general historical rescues, field research, documents, and interviews with Institution’s professionals compiled and ordered in electronic programs. The theoretical framework covers readings of 20th century and by the United Nations’ documents to promote worldwide inclusion of PwD from 1950’s. This is because during the dictatorial regimes people with disabilities were rejected, excluded and suffered cultural prejudices without appropriate and relevant norms and studies. With the bibliometric survey, it is evident that the national and international literature is very current, with increasing trends since 1990. The text is divided into six parts, introduction, development and final considerations. The main thesis’ conclusions are that public policies for students with disabilities, constantly changing, such as the entry of students by quotas, and the different types of legislative gaps. At UTFPR, the national and international public policies benefited the Support Center for People with Special Educational Needs (NAPNE)’ creation. The Brazilian academic production on the subject has advanced in the form of articles and graduation courses’ papers. With the quota law, as a collective territorial action, the number of students with disabilities was pushed up, although school dropout is a reality in higher education. Thus, the challenges extend beyond the entry of these students, who demand from teachers, servants, service providers and students the production of structures actions, especially in the pedagogical and accessibility, and the keep of affirmative policies.