Metas educacionais para universitários diagnosticados com deficiência: de uma proposta individualista à ativista transformadora
DOI:
https://doi.org/10.5935/2175-3520.20200006Palavras-chave:
Deficiência, Interdependência, Capacitismo, Vygotsky, Postura ativista transformadoraResumo
Devido às proteções legais e aos efeitos das reformas inclusivas introduzidas nos EUA nas últimas décadas, o número de alunos diagnosticados com deficiência (SDWD) ingressando no ensino superior no país tem aumentado constantemente. Entretanto, o aluno diagnosticado com deficiência permanece significativamente sub-representado e apresenta taxas de graduação menores entre a população de estudantes universitários. Explicações comuns de desfechos desiguais de alunos com deficiência na faculdade têm invocado questões relacionadas à transição dos alunos do ensino médio para a faculdade e a oferta inadequada de apoio adequado e diversificado. Neste artigo, examina-se criticamente a bolsa de estudos e o sucesso acadêmico dos alunos com deficiência no ensino superior, que molda discursos institucionais e práticas em torno das metas educacionais e de vida para os alunos com deficiência. A análise revela que noções estritamente individualistas de responsabilidade pessoal, autonomia, autodeterminação e habilidades de autodefesa dominam tais práticas e discursos. Discute-se que o foco em alcançar a independência como o objetivo educacional final para o aluno com deficiência reproduz discriminações; em última instância, descapacita esses alunos. Unindo a abordagem de estudos críticos de incapacidade com a teoria sócio histórica vygotskiana expandida pelo Posicionamento Ativista Transformador, propõe-se uma reconceitualização radical dos objetivos de desenvolvimento para o aluno com deficiência, longe da noção de independência dos alunos individuais para focar na interdependência, reciprocidade, conectividade e na importância das relações e ações coletivas.Referências
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