Descriptive Analysis of the Disability Theme in the Federal University of Rio Grande do Norte Undergraduate Degree Curricula

ABSTRACT Education may contribute with inclusion of people with disabilities in the society in at least two ways. One is to ensure access, permanence and completion of these people in the education system. The other is to teach people without disabilities to coexist and deal adequately with people with disabilities. The challenge of educating people without disabilities is relevant in undergraduate courses. Thus, this work aims to analyze disciplines of face-to-face undergraduate courses at the Federal University of Rio Grande do Norte - UFRN, Brazil, which address the disability theme. Methodologically, a descriptive documentary study of the university undergraduate curricula was conducted in order to identify which subjects addressed the disability theme between 2008 and 2017. The analysis of disabilities types and themes covered in each discipline allowed us (1) to give an overview of the education offered by UFRN about the disability theme; and (2) to present categories of analysis and forms of data visualization which serve as instruments to analyze the education offered by Higher Education institutions. As results, this preliminary study points out improvement opportunities in the curricula of undergraduate courses at UFRN, mainly through the increasing of the number and diversity of disability types and themes covered by courses. The conclusion is that analyzes and visualizations of information could be carried out with the support of computational systems of academic management, such as the Sistema Integrado de Gestão de Atividades Acadêmicas - SIGAA (Integrated Academic Activity Management System). Similar studies can be an important evaluation tool during Higher Education management for the formation of an inclusive society.摘要：教育可通过至少两种路径助力残障群体融入社会。其一，保障残障群体享有教育机会、持续就读并顺利完成学业；其二，引导健全群体与残障群体和谐共处并妥善应对相关交往场景。面向健全群体开展残障融合教育的挑战，在本科阶段尤为突出。据此，本研究旨在剖析巴西里约格兰德联邦大学（Federal University of Rio Grande do Norte，简称UFRN）面授本科课程中涉及残障主题的学科内容。 方法层面，本研究采用描述性文献研究法，对该校2008至2017年间的本科培养方案进行梳理，以筛选出涉及残障主题的课程。通过对各学科涵盖的残障类型与主题进行分析，本研究达成两大目标：其一，全面梳理UFRN在残障主题教育领域的办学现状；其二，提出分析框架与数据可视化方案，作为高等教育机构开展残障教育研究的分析工具。 研究结果显示，UFRN本科培养方案仍存在优化空间，核心方向为扩充课程涵盖的残障类型与主题的数量及多样性。研究结论表明，可依托学术管理类计算系统开展残障教育相关信息的分析与可视化工作，例如学术活动综合管理系统（Sistema Integrado de Gestão de Atividades Acadêmicas，简称SIGAA，英文全称为Integrated Academic Activity Management System）。此类研究可作为高等教育治理进程中的重要评估工具，为包容性社会的建设提供支撑。