Reflex?es a partir da percep??o dos discentes sobre inclus?o e cotas para estudantes com deficiências no ensino superior

摘要

This article analyzes how the inclusion in higher education, being marked by inequalities, and mistaken ideas, has been compromising until the present day the access and the permanence of the students, in the search for undergraduate courses. The empirical data allowed the construction of assumptions for a qualitative, documental and quantitative approach, with students from the first to the eighth period of the Pedagogy course, from the Vale do Acaraú State University (UVA), in the municipality of Sobral, Ceará. They were instruments of data collection: document analysis and questionnaire for the apprehension of reality. The documents are: National Policy on Special Education in the Perspective of Inclusive Education, 2008; Law 16,197, of 2017, provides for the institution of the System of Quotas in Higher Education Institutions of the State of Ceará; Resolution of the National Education Council – CNE/Plenary Council – PC 02, of 2015; Technical Summary: Census of Higher Education 2016; and Pedagogical Project of the course of Pedagogy of the UVA, of 2018. The information obtained was analyzed through statistical treatment, content analysis and theoretical contributions from authors such as Booth and Ainscow, Mittler, Marchesi, Behring and Boschetti, Moehlecke, Ribeiro and Tonet. T The results show that the students “what they think” in the context of initial formation, of the Pedagogy course, and that can collaborate in the construction of social and pedagogical relations, as well as in the construction of some actions to elaborate institutional policies that collaborate with the inclusion of students with disabilities in Higher Education.