Educação inclusiva no ensino superior privado: concepções dos professores de uma instituição de ensino superior na cidade de Anápolis

Abstract

With the general objective of analyzing the conceptions of Private Higher Education teachers regarding Special and Inclusive Education, this research sought to bring up a rather current problem situation, since there has been a significant expansion of Higher Education in Brazil since the last decade of the 20th century. One of the consequences of this expansion was the increased access of students with special educational needs (SEN) in colleges and universities. Thus, we performed a qualitative and quantitative research, using a questionnaire and interviews with teachers of a Private Higher Education Institution in Brazil. The results achieved in part were already expected, such as the fact that the vast majority of teachers did not receive preparation for the inclusion of students with SEN in their initial formation or in their continuing education. We also find that teachers look forward to more guidance and support, either in continuing education courses or in actions offered by the higher education institutions in which they work. However, teachers often presented politically correct statements and did not demonstrate the interest we expected when we distributed a free booklet containing precious information and tips on inclusion in higher education to all participants in the research. The booklet was developed as an educational product of this Masters Dissertation presented to the Stricto Sensu Postgraduate Program - Professional Master's Degree Science Teaching (PPEC / UEG).