Universidade, lugar e cotidiano: histórias de vida na trajetória educacional de alunos com deficiência física

Abstract

Throughout our life we are building a very particular conception of space. In the case of people with physical disabilities the subject-space relation is intrinsic to the act of thinking and acting, as there is a necessity to know and decipher the environments before appropriating them. The thematic of the dissertation approach the inclusion of these people with physical disabilities in higher education, having as a space snippet the Federal University of Pelotas/RS. The overall goal of this dissertation research of the Postgraduate Program in Geography of UFPel was to analyze the trajectory of students with physical disabilities until the higher education and their relation with the Place in the practice of their quotidian university life. In order to enable the investigation, some specific objectives that helped in the research were outlined as: highlight the context of inclusion in Brazilian education and its debate in the university regarding inclusion in higher education; investigate where students with physical motor disabilities are discovered in the University; verify the contributions of the study of Place as a category of analysis for this thematic; understand how the students with physical disabilities characterize the places according to their autonomy and affectivity, evaluating how the places influence or influenced in the overcoming of obstacles during their walking to the current moment of higher education.The research method was autobiographical with methodological investigation questions related to the Life history of the research participants, were used as sources of data collection two distinct moments: the autobiographical narratives with the proposal to rescue the trajectory of this student in their basic education and, in a second moment the narrative interviews, highlighting through oriented questions this walking and the perspectives of these students in higher education in their respective UFPel courses. As an analysis criterion it was sought to highlight aspects of the narratives and interviews that demonstrated how the academic spaces provide autonomy and safety for students with physical motor disabilities, making possible that the physical handicapped establish relations of belonging with the University, that it notices the higher education as a Place-University and which in turn strengthens questions turned to their practices and experiences, having as snippet research the Federal University of Pelotas. The result demonstrated the relevance of the Place concept as a factor of access and permanence in the university, capable of promoting professional and personal perspectives from the ―look‖ of people with disabilities and their understanding of inclusion from their necessities.