Inclusão na Educação Superior: novas tessituras para o campo da docência universitária

Abstract

This thesis consists of a study on university teaching in the context of academic inclusion of students with disabilities. It assumes that the process of inclusion of students, whose training demands are diverse, leads to the reconfiguration of university teaching. This perspective involves three fundamental presupposes: the interaction with the disabled student leads to new learning which can (re)signify the exercise of teaching in Higher Education; the inclusion process presupposes a didactic conduct in constant renewal and reconfiguration; the meeting with students with disabilities contributes to the understanding of teaching in Higher Education as an educational act that involves multiple dimensions (pedagogical, scientific, political, evaluative). Thus, the research has as its central objective to analyze how teaching in Higher Education is configured in view of the inclusion of students with disabilities. This is a study of a qualitative nature, based on Symbolic Interactionism as the main theoretical matrix and on the Grounded Theory as a methodological approach. The immersion in the field, therefore, was guided by TFD, as well as the data obtained through intensive interviews analyzed according to the fundamentals of this approach. The results of the study show that inclusion is an invitation to exercise an intersubjective, self-reflective and ethical-professional behavior capable of producing a modifying and transformative experience in the sphere of professional teaching. This modifying experience presupposes the internalization of the other, in the position of a unique individual, who expresses himself in his singularity. The study also indicates that the threads that connect the relationships established between professors and students with disabilities are woven from a central dimension, which would be responsible for providing the necessary conditions to locate and elevate the other dimensions that constitute teaching to a dialogical connection. This central dimension, which we call analytic, is the founding concept of our emerging. This concept reiterates the relational, dialogic and integrated nature of the educational process that (re)signifies itself through the reciprocity relationships in which inclusion and teaching overlap and change each other. Thus, the results of this research form a theoretical model, delineated by properties and categories, which confirm the thesis defended in this study: university teaching is reconfigured in the face of the inclusion of students with disabilities, provided that intersubjective exchanges promote a more convergent teaching identity with the dialectics of education.