Sense of inclusion of students with disabilities in higher education: looks from the Federal University of Juiz de Fora

Abstract This research aims to discuss the process of inclusion of students with disabilities in Brazilian higher education, with a special focus on the senses mobilized by this inclusion in the circulating discourses. With an exploratory-descriptive character, we use the Discourse Analysis from the French perspective to explore the process of meaning production in the official statistics on this inclusion in Brazil and in a federal institution of higher education, also conducting interviews with self-declared students with disabilities and other subjects that with these are related in the daily life of the university. With the analyzes undertaken, we identified flaws in the official data on the presence of students with disabilities in Brazilian higher education, related both to the absence of mechanisms to collect these data in the base institution, and to the non-recognition of the deficiency condition by students that have. Regarding the meanings of their inclusion, this has been evaluated by the subjects of higher education as a presence or as a provision of architectural accessibility, indicating a lack of preparation and lack of knowledge for the provision of conditions of permanence for this student in higher education, perpetuating barriers to their participation on equal terms.

摘要 本研究旨在探讨巴西高等教育领域残障学生的融合教育进程，并特别聚焦于该融合进程在各类流通话语中所激活的意义维度。本研究采用探索性描述性研究设计，运用法国学派话语分析（Discourse Analysis）方法，针对巴西全国及某联邦高等教育机构的残障学生融合官方统计数据，探析其意义生产过程，同时对自我申报的残障学生，以及与他们在校园日常互动相关的其他主体开展访谈。经本次分析，研究团队发现巴西高等教育领域残障学生在校人数的官方统计数据存在多重缺陷：既缘于该联邦高校未建立配套的数据收集机制，也缘于部分残障学生自身不愿承认自身的残障状况。针对残障学生融合的意义建构，受访高校相关主体多将其等同于校园'在场'或仅视为提供建筑无障碍设施，这反映出校方在为残障学生提供持续就学保障方面准备不足、认知匮乏，进而持续阻碍残障学生实现平等参与。