Ser estudante com deficiência na pós-graduação em Educação: narrativas de uma experiência de inclusão

Abstract

What does a visually impaired postgraduate student say about their experiences in this context? This concern is at the heart of this article, based on the growing number of students with disabilities entering higher education. With the entry of these students, some challenges have become evident, such as the need to eliminate architectural and attitudinal barriers, adapt the curriculum, methodological and assessment strategies to ensure equity and a humane, democratic public education aimed at ensuring the quality of permanence of this segment. With this in mind, this article aims to reflect on the narratives of a visually impaired student about his perceptions, focusing on the challenges and achievements experienced in the context of his constitution as a disabled student in the stricto sensu postgraduate course in Education. The analysis stems from empirical research with a qualitative approach configured as a single case study (STAKE, 2011), precisely the first visually impaired master's student to enter this field at a state public university in the Northeast of Brazil. The data was produced through a narrative interview (NACARATO E PASSEGGI, 2013) with this student. The results show that there are still many obstacles on the university facilities to ensure the inclusion of students with disabilities in it, and that there is an urgent need to adopt strategies to make students with disabilities visible and valued as capable individuals with the potential to develop and (con)live in society.