Talita Souza Umbelino Rodrigues da Cruz
Writer, Editor and Organizer of Books, Periodicals, Scientific Magazine and Didactic Materials. Writer Organizer of Books Periodicals:
- Connections: Public Policies.
- Connections: Health, Educational and Legal Sciences.
- Connections: Global Developmental Disorders and Autistic Spectrum Disorder. 4 Connections: Assistive Technologies and Accessibility.
- Impact Connections. Director of Impacto Conexões Group.
Member of the Scientific and Academic Council of the Scientific Journal: Impacto Conexões. Proprietary partner of Impacto Desarrollo Especializado.
Leading Researcher and Coordinator of the Global Research Center at the DGP / Directory of Research Groups in Brazil Lattes / CNPq. Researcher Member of the Fielåd of Health Research Program of Unesp / Paulista State University Júlio de Mesquita Filho.
Researcher Member of CeiED / Center for Interdisciplinary Studies in Education and Development of ULHT / Lusófona University of Humanities and Technologies – Lisbon / Portugal.
Member of the CEP / Research Ethics Committee. Doctoral student in Education by the European Union (Memories of Inclusion in the University: Public Policies, Change Processes, Innovation and Institutional Reconstruction).
Master in Education (Follow-up of the Autistic Adolescents’ School Experience in Regular Education).
Specialist in Special Education in the Perspective of Inclusive Education (The Continuing Struggle: Teaching-Learning Processes among Children with Special Educational Needs and Educators).
Specialist in School Management and Didactics in Higher Education (Public Policies: Rethinking School Administration Processes in Public and Private Institutions).
Specialist in Management and Implantation of Distance Education – EAD (Public Policies and Distance Education – EAD: Tool or Training Promotion?). Specialist in Assistive Technologies and Accessibility (Public Policies, Assistive Technologies and Accessibility in Higher Education: They Arrived …).
Graduated in Pedagogy (The Complexity of the Inclusion of the Disabled in the Presence of the University Professor in the light of the Conceptions of Michel Foucault). Graduated in Theology (Public Policies: Educational Chaplaincy as Socio-Educational Investment).
Graduated in Law (Autism and Legislation: Comparative Law). Advisor for Academic Scientific Research in Global Research Programs, Undergraduate and Postgraduate Courses.
Acts in the following areas:
- Public Policies.
- Political Dialogue.
- Policy Evaluation.
- Change Processes.
- Innovation and Historical-Cultural Institutional Reconstruction
- Teaching Methodologies.
- Curriculum and Assessment.
- Law and Education.
- Interdisciplinarity in Health and Education.
- TGDs, TIDs and TEAs.
- Assistive Technologies and Accessibility.
- Speech as a Tool for Obtaining Rights.
- Intellectual Property and Copyright.
- Business Law.
University Coordinator of Global Research Programs:
- Assistive Technologies: Inclusion Languages and Assistance Techniques.
- PPGPP / Global Research Program Public Policies
- PPGSCEJ / Global Research Program Health, Educational and Legal Sciences.
- PPGTEA / Global Research Program Autism Spectrum Disorder.
- PPGTAA / Global Research Program Assistive Technologies and Accessibility.
Coordinator of the specialization courses:
- Educational Law: Public Policies and Inclusion Languages.
- Assistive Technologies: Assistance Techniques and Teaching Practices.
- Research: Methodologies of Research and Teaching in Higher Education.
- Public Policies: Technologies, Diversities, Inclusion and Accessibility. Responsible NTA / Nucleus of Assistive Technologies and Accessibility.
Professor in undergraduate and postgraduate courses, working in Multiprofessional Continuing Education and Social Projects Implementation (Third Sector).
Documentary, administrative and pedagogical consultant in public and private companies.</p>
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Individual doctoral project
- Memórias de Inclusão na Universidade:
Políticas Públicas, Processos de Mudança, Inovação e Reconstrução Institucional
- Ana Benavente
Not everything is for everyone, reducing inequalities implies in the application and viability, different conditions for different people, in this sense, the gap between the curricular proposal described and, guaranteed in public policies by means of the current legislation, with the application practice of these structures in the university institution for people with disabilities, is in the inexequability of these rights because of a curriculum designed for all, engendered in common aspects, disregarding the differences and singularities inherent in each individual. There are many constraints in the application of technical content for subjects with disabilities in the university undergraduate courses. Among the social inclusion of these, and, domain of the actual contents to be developed in a curricular program of a superior course, many curses, constraints, obstacles, complications and implications of several aspects are found. Considering the specificities of the students included, as well as the guarantees regarding their permanence in higher education, we can clearly see a huge chasm with regard to curricular application practices. Other implications of interpersonal order, communication process, content adaptations, can also be visualized. In this sense, we questioned the feasibility of acquiring certain training courses for the pursuit of some professional activities. We also inquired about the mismatch between the curricular proposals described and the practical application of this structure in higher education for students with disabilities whose problem to be investigated is to understand the obstacles encountered in the processes of inclusion of people with disabilities, global developmental disorders and high skills in higher education and how they support the confrontations in their constitutive perspectives? Looking for alternatives and propositions for paths that may allow readjustments. We aim to understand the obstacles encountered in the processes of inclusion of people with disabilities, global development disorders and high skills in higher education, and how they support the confrontations in their constitutive perspectives. , obstacles, complications, implications and obstacles that they face in the training course in undergraduate courses, to know the needs of these for real developments of the teaching-learning processes through inclusion procedures, to identify the existence of institutional support and small curricular adaptations and great importance as it advocates legislation for the needs of the students involved, according to the specificities they present, and analyze the coping strategies to support the situations experienced in the midst of the constitutive processes of the investigated subjects. Proposals by means of intervention actions are indicated in the investigative process in order to reduce the distance between the curricular proposals described in the public policies, through legislation and the effective practices applied in the classrooms of the university institutions for these students, through processes of change and institutional reconstruction, to promote practical and effective actions of orientation, organization and curricular restructuring, through a nucleus of assistance to these individuals, their teachers, relatives and professionals in contact with the processes of inclusion of these in the university These processes indicate the configuration of the specific training, orientation, guidance, monitoring and assistance to all involved. The methodological procedures are being developed through the application of the qualitative method, which aims to verify the quality of the activities developed, to instrumentalize the collection of information and investigative data are being applied methodological tracks of memorials through semi-structured interviews of the oral history of life, as well as a biographical memorial, documentary and continuous monitoring of the procedures with the subjects, aiming at verifying the testimonies, documents, records and declarations of people with deficiencies filled in higher education, there is also the interventional development amid research of propositions of change processes aiming at institutional reconstruction, together with the subjects of this study. In the development of the final procedures of analysis, treatment and discussion of the data investigated, it is proposed a hermeneutical approach in order to investigate and understand the senses of the instruments collected, as well as, pragmatic approach, regarding research and transformation of possibilities for interventions and real and meaningful propositions, by analyzing thematic categorical content of emerging analytic categories from the subjects’ discourses, aiming at identifying signs, clues and clues from the experiences rescued in memories. We have as a locus of the research institution of higher education located in the interior of the state of São Paulo and as subjects of the research study, students with deficiencies, trasntodno global of the development and high abilities / giftedness, filled in undergraduate courses of the mentioned university. As partial results of the study, we have observed that the paths already mapped indicate real needs for interventions to ensure the effectiveness and applicability of constitutionally earned rights, however, there is no doubt about the emergency need regarding an institutional restructuring in higher education, there is no doubt that the first obstacle to be overcome is the understanding of participation in discussions of the order and nature of Public Policies, as well as initiatives to implement Effective Working Groups on the effective promotion of the development of inclusion, accessibility, even if still, to remain in initiatives in an isolated way. Someone needs to start! Someone needs to reinvent the wheel …
Keywords: Inclusion in university, public policies, processes of change, innovation and institutional reconstruction.