As ações de inclusão e acessibilidade realizadas pelos núcleos de acessibilidade da Universidade Federal do Pará (UFPA)

Abstract

The presence of people who have some type of disability in higher education is increasing every year. With this increase arises the need for higher education institutions to adapt their spaces and their teaching actions to meet the needs of these students. According to this fact, this research aimed to include and accessibility the accessibility centers of the Federal University of Pará (UFPA). The methodology to be applied for data collection was the online questionnaire to the coordinators of the accessibility centers of the Federal University of Pará (UFPA) of the Campi of Altamira, Cametá, Belém and Castanhal. The results showed that all managers of accessibility centers have a good level of training, because all are doctors; regarding athedinal accessibility, 75% of the respondents said they were regular and 25% were good. In the architectural accessibility, 25% declared it to be poor, 50% said it was regular and 25% said it was good. In pedagogical accessibility, 25% said it was regular and 75% said it was good. In the programmatic item (public policies), 75% reported being regular and 25% said it was excellent; in the item transport 75% of the respondents stated that it was non-existent, while 25% said excellent. Regarding instrumental and technological accessibility, 25% said it was poor, 50% were regular and 25% were excellent. In the last topic, in relation to communication accessibility only 25% declared to be bad, 50% to be good and 25% declared to be excellent. The results are worrisome, as they show the fragility of the UFPA Campuses, especially those that are located in the interiors of the state of Pará. The actions implemented by the centers range from participation in selective processes of admission to higher education to continuing training courses for the academic community on inclusion and accessibility; pedagogical advice to coordinators and teachers with students with disabilities; alteration of architectural designs of UFPA to more accessible formats, among others. In only 1 of the nuclei it was not possible to collect such information. We hope that with the present work, the information found here can contribute to the UFPA, indicating alternatives to improve the daily life of students with disabilities in higher education.