2013-04-082013-04-082013-03-15CAMPOS, Débora Ribeiro da Silva. Representações de alunos com deficiência sobre os currículos de seus cursos de graduação na Universidade Federal do Pará. 2013. 190 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Ciências da Educação, Belém, 2013. Programa de Pós-graduação em Educação.https://repositorio.ufpa.br/handle/2011/3649In this reportdissertation, we bring as object of study the students with disabilities’ social representations about the curriculum of their respective undergraduate courses at the Universidade Federal do Pará. To this end, we adopted Lefebvre’s theoretical andmethodological perspective of representations. He understands that many representations are hardly noticed and there for e prevent the perception and transformation of reality. Its contents, when are represented, lose their status as visible and invisible or not permit the appropriation of social reality, enabling exclusive breaks with reality. We bring the curriculum as a mead contest, which understands that students construct various representations about it in their educational process. So, we are interested in the representations of the curriculum in relation to inclusive education of disabled people in the University. Thus, we aimed to understand the social representations of disabled students on the curriculum of their undergraduate courses at the Universidade Federal do Pará in relation to inclusive education. Identifying them, we will know how was the historical process of construction of these representations and identify possible consequences and influences of them in the permanence and completion of undergraduate students with disabilities. The methodological approach was qualitative, based on the method dialectical and historical materialist, based on the Lefebvre’s concept of representations. For data collection we used the technique of open interviews with five students with disabilities enrolled in the Universidade Federal do Pará. Data analysis was performed using the technique of Content Analysis. Considering the curriculum a field of disputes, we know the realities and experiences of research subjects. Regarding representations about the curriculum, we identify relevant content as the design of disability, prejudice experienced by means of interpersonal relationships and the benefits of engagement and political activism as fundamental notes. We also observe, given the resilience expressed by the subjects through their representations about the curriculum, the possibility of the curriculum function as an instrument of resistance and foment contrahegemony at the curriculum. Thus, the representations of the curriculum for students with disabilities indicate that although this field of conflict and power struggles still play historical inequalities, the curriculum shown a potential tool for building effective and inclusive practices at the University.porAcesso AbertoCurrículoEnsino superiorPessoas com deficiênciasUniversidade Federal do ParáBelém - PAPará - EstadoAmazônia brasileiraDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO