A formação e atuação docente nos cursos de graduação da Unifesspa: análises sobre indicadores de inclusão educacional

Abstract

Higher education has an expressive demand for education with disabilities, which in their specificities must be demanded with attention to the adjustments that teaching can be made by teachers and professionals with a higher level and who are fully promoted to these development professionals. The education of this education and the development of indicators - education is through international research and education formed by a network of inclusion of accessibility and non-higher education, which aims to contribute to research on the implementation of policies in the area of special education and the process of inclusion of students with disabilities, autism spectrum disorder and high abilities/giftedness. The focus of the study was to study how the training and teaching performance of the development of practical objectives and enable the inclusion of studies presented in their perspective. As collaborating for this discussion we mean expendable productions and dissects to provoke thematic discussion. (MENDONÇA, 2019; SILVA, 2021; GLAT; NOGUEIRA, 2003; BOHNERT, 2017; GLAT; PLETSCH, 2010) The choice of place for the study, in order to use it as a research field, was chosen as the focus of the Federal University do Sul and Southeast of Pará/UNIFESSPA, a public institution of higher education. Based on its approach and objectives, this construction is presented, taking into account a qualitative research, discussing the levels of exploratory and descriptive basis. Supporting the procedures, this was a survey survey, as it provided a description of the attitudes and opinions of a technical sample. The participants of this research were professors who teach subjects in courses that have the presence of students with disabilities in the researched institution. With a view to this group of participants and applied to the profile of the study, which was prepared and understood the information of their training, such as the perspective of the inclusion group and the perseverance of acting with disabilities without higher education. We conclude that the provision of each one of the subjects, with investment for the continuation, counts as extremely important for the process of inclusion in the university space.