Processos de resiliência em universitários com deficiência

Abstract

The present dissertation in under the research line entitled Public Policies In Education, Educational Practices And Diversity, in the Graduate Program in Education from of the University of Western São Paulo. The objective of this research was to analyze the resilience process in university students with disabilities, taking into consideration what scholar inclusive practices may be associated to protective factors in this context. The adopted epidemiological background is based on the Resilient and Inclusive Education Socio Ecological Approach. This study was of qualitative approach, with longitudinal research analysis. The research was conducted in the two largest universities from a medium-sized city in the countryside of São Paulo state, one of them being a public institution and the other a private one. Thus, after the indication of the course coordinators from the institutions mentioned above, the Study 1 was composed by 7 university students with disabilities, 5 of them from the private institution and 2 from the public one. In Study 2, it was requested from the participants in the first phase to identify people that held the position of resiliency tutors in their university, which influenced the origin of a group of 7 participants, in which 2 of them were professors, 1 was a staff member of the institution and 4 classmates, The instruments and techniques used in both studies were structured interview and reflexive interview. The content of the questions was based on the debates on specific themes from literature. For the data analysis, the content analysis technique was used. In Study 1, 5 analytical categories were identified: Schooling history and social support provided; Pedagogical actions for School Attendance and Exclusion in Higher Education; Protective factors associated to resiliency promotion; Risk factors associated to exclusion and vulnerability; The protective function of Resiliency Tutors. In Study 2, three categories emerged: Previous experience with people with disabilities; Actions intentionality and collaborative environments building; Lack of training ground and University omission. Results indicate that universities may constitute a space of protection and, therefore, promote resiliency process for young university students with disabilities. Nevertheless, the theoretical research and the empirical work depicted excluding practices in universities, thus, misaligned practices concerning the inclusive education assumptions still persist. Nonetheless, it has been raised as an hypothesis that people with disabilities who gain access to higher education show processes of resiliency, for, inspite of all the adversities and barriers imposed by the society (and not by the disability itself), some are able to be part of higher education programs, which in occidental culture is an achievement that reveals social prestige, sense of belonging and subjective strengthening.