A experiência do estudante universitário com deficiência na relação com o aprender

Abstract

The central aim of this thesis is to understand and problematize how students with disabilities narrate their experience of learning at university. The material analyzed comprises 11 interviews-narratives with university students with disabilities, assisted by the Support Program for Students with Specific Needs at the Federal University of Rio Grande, enrolled in undergraduate courses. The intention was to undertake a reflective analysis of the experiences of these students in relation to their learning at university, problematizing how these experiences are established and the effects they produce, based on what is said and the relationships and tensions they establish. The analyses showed how in/exclusion operates in the university environment through support practices that make the presence of students with disabilities invisible and limit their access to education, making their learning a challenge to established normality. They also pointed to an education based on an explanatory logic which, in the encounter with disability, reaffirms incapacity as an element of subjectivation, limiting the learning of university students with disabilities and determining their way of being by making them disbelieve in their ability to learn. However, it was found that by applying the logic of explanation to all students (with or without disabilities), the teacher ignores the specificities of students with disabilities, causing them to improvise strategies for learning, in a movement of emancipation that creates escape routes from the established logic. The emancipation shown in the narratives of the research participants demonstrates the power of these bodies in a common space: the university. Not as a movement contrary to subjugation, but as an escape route from the established teaching logic. An intellectual attitude on the part of the student, seeking to learn and translate the signs of the world from their own perspective. In this way, it was found that university students with disabilities narrate their experience through emancipated singularities, which produce strategies for the emancipation of their learning.