Banca de DEFESA: MARCIA APARECIDA DE AZARA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARCIA APARECIDA DE AZARA
DATE: 13/12/2022
TIME: 16:00
LOCAL: Google meet
TITLE:

"Interaction between students with disabilities and faculty at the University Federal of São João del Rei as a means of historical and cultural transformation of inclusion”.

KEY WORDS:

People with disabilities, interaction, historical-cultural perspective.

PAGES: 77
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The affective and educational development of students with disabilities depends on
emotional and cognitive stimuli that will impact their learning processes. In the school
environment there are interactions with teachers and students who will contribute to the
learning of both.In advance, of this trajectory, many students with disabilities enter
higher education. But social thinking historically built on people with disabilities makes
educational inclusion difficult. This social notion that characterizes disability as
inferiority interferes with social participation and feelings in the face of the disability of
students with disabilities. Thus, an investigation was proposed with the objective of
understanding how the interactions of students with disabilities collaborate with the
historical-cultural transformation at the Federal University of São João del-Rei (UFSJ).
With the return to classes, after the covid-19 immunization process, a field work was
carried out through a questionnaire that was forwarded to students with disabilities from
UFSJ. Subsequently, two of these students were interviewed from the perspective of
semi-structured research. For the analysis of this research, Lev Vigotski's thought was
the theoretical-methodological basis, from the perspective that considers the cultural
historical transformation of man, defended by Vigotski, in the book The social
formation of the mind, through interaction. . In this perspective, the research made it
possible to know the affective and educational development of ufsj students, as well as
the contributions of the interaction between students with disabilities and teachers and
other students, at UFSJ, in relation to incentives, and cultural historical changes in the
institution. Students who presented difficulties in the educational process broke the
organic difficulties, and reached higher education and, in this medium, one of the
contributions may be the interaction with other stories of students who broke the
prejudices, and who are in this environment. On the other hand, the interviews presented
different contexts of development in relation to the educational process, but have
similarities in relation to the importance of the affective bond around development. On
the other hand, the educational trajectory was challenging for one of the interviewees,
due to the lack of knowledge of their disability by teachers in the course of basic
education. Another issue, which was raised by both, refers to the collaborations of
interactions with students with disabilities in the academic environment. It is concluded
that the interactions between students with disabilities with other students with and
without disabilities and teachers collaborate with the history of inclusion in higher
education, with the emergence of support policies, thus, there is a historical-cultural
transformation in the UFSJ, through mediation among students with disabilities.

BANKING MEMBERS:
Interna - 2117285 - CASSIA BEATRIZ BATISTA E SILVA
Externa à Instituição - LUCIANA FERREIRA BARCELLOS - UERJ
Presidente - 1644417 - MARIA JAQUELINE DE GRAMMONT MACHADO DE ARAUJO