Entre sons e silêncios: a orquestração da acessibilidade na educação superior
Resumo
Democratic Management in Public Institutions of Higher Education (PIHE), in addition to
resource management, provides for the interrelation of pedagogical management, access to the curriculum,
spaces, conducts and cultural interactions. However, IPES has traditionally tended to
subdivide and fragment their actions, distancing themselves from the perspective of accessibility,
which encourages the cooperative interrelation of concrete and achievable elements and practices. Thus, the
The present research aimed to identify, describe and analyze elements that (make up) the management
democracy in the process of curriculum differentiation and accessibility in Education courses
Superior of an PIHE in the state of São Paulo. This is a field study, with the
participation of students with and without disabilities, teachers and managers and, based on
institutional documents and legislation, is configured as a documentary study. The data
were collected through interviews and observation, in addition to identification and systematization
of documents. Therefore, it is a qualitative research and approached in the light of the analysis of
content. The results of the study indicated the (de) construction of conceptions about
disabilities and vocational training, as well as the identification of practical possibilities
and positive attitudes. In addition, the elements identified and cooperatively discussed
together with institutional managers, managers of undergraduate courses, teachers and students with and
without disabilities, subsidized the legal recognition and institutionalization of the
Curricular Differentiation and Accessibility (DAC) in the studied IPES. The present research suggests
that the developments that DAC will make possible for Brazilian Higher Education should be
carefully analyzed, from their planning to the transition of university students with
deficiencies in the labor market, involving micro, meso, exo, chrono and macrocontext.
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