Acceso usuarios
[1]
;
Pachu Hamad Ferreira, Hanna
[2]
;
Fernandes Paiva, Jamile Miriã
Brasil
This work aims to investigate the approaches to inclusion and accessibility in the Public Relations undergraduate programs offered by Brazilian public universities, filling a perceived gap in the literature in the area of communication and in studies on inclusive education in higher education, whose focus is generally on teacher training through undergraduate courses. Assuming that people do not have disabilities, but rather limited by the society through the many barriers imposed, which frequently prevent them the exercise of their full rights as citizens. In this context, we verified that, although representing 8,4% of the total Brazilian population aged 2 and older, people with disabilities occupy only 2% of the positions in large companies and only 0,4% of the spots in undergraduate programs in the country. To change this reality, consistent investments in education and training are needed, including in higher education. Thus, we have reflected on the academic evolution of the public relations professionals, considering that they are responsible for mediating between the organisations and their audiences, with their actions impacting the consolidation of a inclusive culture in the public, private and third-sector organisations. Taking as an initial motivation our own experiences as researchers, professors and students in a public university in the Northeast region of Brazil, the methodology applied to conduct this research includes a qualitative approach. Regarding technical procedures, we carried out a documental and literary review, using as our object the National Curricular Guidelines and the Political Pedagogical Projects of 13 undergraduate courses with active status on the Brazilian Ministry of Education portal, all of which are taught in person, across the five regions of the country: North, Northeast, Southeast, South and Midwest. The analysis of the data revealed a transition moment, in which all the universities are making adjustments to include university extension activities in the curriculum of their undergraduate courses. We have therefore classified four levels of approach to inclusion: a) political-institutional, restricted to standardization through official policies and documents; b) political-assistance, whose focus is on the direct assistance to students with disabilities, and enabled by to the creation and work of Accessibility Centers and Inclusion Committees in Higher Education Institutions (HEIs); c) didactic-methodological, which comprises the development and application of methodologies and/or assistive technologies in the classroom; d) scientific-experimental, concerns the role of HEIs in spreading knowledge and developing assistive technologies for people with disabilities. The results of the research revealed that the promotion of inclusive education as depends on various actors and situations, and the dynamic and complex articulation between the state, civil society and the HEIs, including the collaboration in the creation of national policies for special education in higher education. On the other hand, the existence of an inclusive discourse in educational career projects, through references to public policies on specialized education and inclusion centers, cannot be interpreted as a result of the effectiveness of inclusive education policies in Brazilian higher education institutions. studied. The data shows that the speeches do not necessarily translate into changes in the school curriculum with the introduction of subjects on accessibility and inclusion.
O presente trabalho tem por objetivo investigar as abordagens da inclusão e da acessibilidade nos bacharelados em Relações Públicas ofertados por universidades públicas brasileiras, preenchendo uma lacuna percebida na literatura da área de comunicação e nos estudos sobre educação inclusiva no ensino superior, cujo foco geralmente é a formação de professores pelos cursos de licenciatura. Adotando o método qualitativo, realizou-se uma pesquisa documental, tendo como objeto as Diretrizes Curriculares Nacionais e Projetos Políticos Pedagógicos de 13 graduações em relações públicas, ministradas de forma presencial e com status de ativas para o Ministério da Educação brasileiro. A partir da análise de conteúdo, aponta-se que apenas parte dos cursos de Relações Públicas contemplam a inclusão e a acessibilidade em seus currículos e que as graduações estão atualizando seus respectivos Projetos Políticos de Curso. Como contribuição principal, propõe-se uma classificação de quatro níveis de abordagem da inclusão e acessibilidade nas instituições de ensino superior: político-institucional; político-assistencial; didático-metodológico; científico-experimental.
