Justiça curricular: estudantes com deficiência e acessibilidade curricular - entre conversas e imagens

Abstract

The right to education for all, indiscriminately, is a social right enshrined in the Brazilian legal system. However, research involving the right to education and students with disabilities is still incipient in Brazil, especially when it comes to articulating this right with the curriculum through the recognition of curricular justice. Statistical data show that the number of students with disabilities who complete higher education does not grow proportionally to their admission rates in undergraduate programs. This dissertation expands discussions at the intersection of law and education, with the general objective of understanding how the undergraduate Law program at the Federal University of Pelotas structures its curriculum to ensure curricular justice and accessibility for students with disabilities. The theoretical foundations include João Paraskeva’s (2010, 2016, 2021) conception of the Itinerant Curriculum Theory, which approaches curriculum from an alternative, democratizing perspective that deterritorializes knowledge construction. The discussion on curricular accessibility is grounded in the contributions of Hass and Baptista (2015), providing insights into ensuring curricular justice for students with disabilities, particularly through the concepts developed by Jurjo Torres Santomé (2013, 2018b), Branca Jurema Ponce (2016, 2018), and R. Connell (2006). The National Curriculum Guidelines (DCNs) for Law programs are analyzed as educational policies within the policy cycle framework proposed by Stephen Ball (2016). This research aligns with a decolonial perspective, and the investigative practice based on conversations, based on Ferraço and Alves (2018) and Serpa (2018), with a group of students with disabilities, who produced images that are interpreted through visual culture studies. Bibliographic and documentary analysis further support the examination of the resolutions that establish the DCNs for Law programs and the Pedagogical Project of the Law Program at UFPel. The innovative aspect of this dissertation lies in the relationship between the research data—gathered through conversations and student-produced images—and the theoretical framework that supports the study. The findings indicate a lack of attention to curricular accessibility in the program’s curriculum development and the absence of this issue in textual production and educational policy practices.