Aldeir Carlos Nasareth de Vasconcellos, Mylene Cristina Santiago

Estudantes com Deficiência no Ensino Superior

Introduction

Estudantes com deficiência no ensino superior . Compreenda o impacto do ensino remoto emergencial em estudantes com deficiência no ensino superior brasileiro durante a pandemia. Foco em acessibilidade, inclusão e desafios.

Abstract

Esse trabalho é um recorte da pesquisa ‘Ensino Remoto Emergencial: alunos com deficiência no ensino superior’, que buscou compreender como o modelo do ensino remoto emergencial, no contexto da pandemia de COVID-19, impactou os estudantes com deficiência nas universidades federais brasileiras e como estas instituições enfrentaram o desafio da acessibilidade e inclusão da pessoa com deficiência nesse novo contexto. O objetivo é apresentar  uma síntese do mapeamento das produções realizadas pelas universidades, por regiões brasileiras, durante o período da pandemia. Nossos resultados evidenciam que apesar das barreiras impostas pelo período de suspensão das atividades acadêmicas presenciais, houve  experiências inclusivas que ampliaram as oportunidades educacionais a estudantes com deficiência  e que  ainda há grandes desafios a serem enfrentados para garantir a participação e acessibilidade deste grupo no ensino superior.

Review

This paper, "Estudantes com Deficiência no Ensino Superior," offers a pertinent and timely investigation into the complex impact of emergency remote teaching (ERT) during the COVID-19 pandemic on students with disabilities within Brazilian federal universities. As a specific segment of a broader research initiative, the study's objective is to synthesize a mapping of the productions and responses undertaken by these universities across various Brazilian regions. This focus addresses a critical area, aiming to understand how higher education institutions navigated the unprecedented challenges of ensuring accessibility and inclusion for this vulnerable group in a rapidly changing educational context. The strength of this work lies in its comprehensive approach to mapping institutional efforts, providing a valuable overview of how universities responded to the crisis. The abstract highlights a crucial dual finding: despite the significant barriers presented by the suspension of in-person academic activities, there were also noteworthy inclusive experiences that actually expanded educational opportunities for students with disabilities. This nuanced insight is particularly important, as it moves beyond a singular narrative of hardship to acknowledge instances of innovation and adaptation. Concurrently, the paper appropriately identifies that substantial challenges persist, reinforcing the ongoing imperative for systemic improvements in ensuring full participation and accessibility for students with disabilities. While the paper provides an excellent foundational mapping of university productions, its nature as a "recorte" suggests that a deeper dive into the qualitative aspects and student experiences might be explored in subsequent work. Future research could productively build upon this synthesis by examining the specific design and effectiveness of the identified "inclusive experiences," perhaps through case studies or direct engagement with students with disabilities to understand their lived realities during this period. Nevertheless, this study makes a significant contribution by offering a panoramic view of institutional responses, providing crucial insights for policymakers, university administrators, and educators striving to enhance accessibility and inclusion in Brazilian higher education.

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