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Title: Acessibilidade das pessoas com deficiência no ensino superior : $b estratégias de governamento e processos de in/exclusão.
Authors: Braga Junior, Francisco Varder
Abstract: This Dissertation aims to problematize strategies for governing people with disabilities in Higher Education, specifically, with regard to accessibility within a continuous process of in/exclusion. In this study, inclusion has been taken as a principle that produces modes of life from a neoliberal governmentality and an education policy to concretize common spaces, which are articulated in favor of the State, thus affecting the relationships of the subjects so that they achieve the status of included. The study of legal documents on access and accessibility enabled the analysis of the research material: the Report of the General Coordination of Affirmative Actions, Diversity and Social Inclusion (2015-2020), and photographs of Universidade Federal Rural do Semi-Árido. Through an investigative analysis, based on concepts proposed by Michel Foucault, it has been possible to observe governments, problematize strategies, constitute markers and highlight the differences addressed in inclusive policies. This Dissertation argues that there are markers constituted in inclusive public policies, particularly in terms of accessibility, which crystallize differences between subjects in the educational environment and do not only limit their access, but also their political and social participation in face of their rights. It also emphasizes the importance of the presence of difference, made possible by inclusive policies in that space, as a practice of resistance to the effects of in/exclusion and normalization processes. This makes us think of a possibility of re-signifying educational and inclusive practices in the face of (re)configurations of imperatives of our time, in a kind of counter-conduct in relation to in/exclusion processes.
Authors: Braga Junior, Francisco Varder
Abstract: This Dissertation aims to problematize strategies for governing people with disabilities in Higher Education, specifically, with regard to accessibility within a continuous process of in/exclusion. In this study, inclusion has been taken as a principle that produces modes of life from a neoliberal governmentality and an education policy to concretize common spaces, which are articulated in favor of the State, thus affecting the relationships of the subjects so that they achieve the status of included. The study of legal documents on access and accessibility enabled the analysis of the research material: the Report of the General Coordination of Affirmative Actions, Diversity and Social Inclusion (2015-2020), and photographs of Universidade Federal Rural do Semi-Árido. Through an investigative analysis, based on concepts proposed by Michel Foucault, it has been possible to observe governments, problematize strategies, constitute markers and highlight the differences addressed in inclusive policies. This Dissertation argues that there are markers constituted in inclusive public policies, particularly in terms of accessibility, which crystallize differences between subjects in the educational environment and do not only limit their access, but also their political and social participation in face of their rights. It also emphasizes the importance of the presence of difference, made possible by inclusive policies in that space, as a practice of resistance to the effects of in/exclusion and normalization processes. This makes us think of a possibility of re-signifying educational and inclusive practices in the face of (re)configurations of imperatives of our time, in a kind of counter-conduct in relation to in/exclusion processes.
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Title: Acessibilidade das pessoas com deficiência no ensino superior : $b estratégias de governamento e processos de in/exclusão. Authors: Braga Junior, Francisco Varder Abstract: This Dissertation aims to problematize strategies for governing people with disabilities in Higher Education, specifically, with regard to accessibility within a continuous process of in/exclusion. In this study, inclusion has been taken as a principle that produces modes of life from a neoliberal governmentality and an education policy to concretize common spaces, which are articulated in favor of the State, thus affecting the relationships of the subjects so that they achieve the status of included. The study of legal documents on access and accessibility enabled the analysis of the research material: the Report of the General Coordination of Affirmative Actions, Diversity and Social Inclusion (2015-2020), and photographs of Universidade Federal Rural do Semi-Árido. Through an investigative analysis, based on concepts proposed by Michel Foucault, it has been possible to observe governments, problematize strategies, constitute markers and highlight the differences addressed in inclusive policies. This Dissertation argues that there are markers constituted in inclusive public policies, particularly in terms of accessibility, which crystallize differences between subjects in the educational environment and do not only limit their access, but also their political and social participation in face of their rights. It also emphasizes the importance of the presence of difference, made possible by inclusive policies in that space, as a practice of resistance to the effects of in/exclusion and normalization processes. This makes us think of a possibility of re-signifying educational and inclusive practices in the face of (re)configurations of imperatives of our time, in a kind of counter-conduct in relation to in/exclusion processes.
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