PhD candidate in Education Sciences (Universidade Lusófona/Lisboa-Portugal). Master in Education and Teacher Training with a focus on Inclusive Education (UECE). Specialist in Psychopedagogy (UVA) and in Tutoring in Distance Education and Teaching in Higher Education (UNINTA). Graduated in Pedagogy (UVA); Psychoanalyst (IAMPST). Full member of ABPp Nacional, under no. 202; Vice-president of ABPp- CE (2011/2013 – 2014/2016), elected councilor of ABPp – Nacional (management 2017/2019). She was a teacher and pedagogical coordinator in Basic Education and Higher Education. Professor of the Specialization in Inclusive Education and Psychopedagogy / UNINTA. She is Pro-Rector of Institutional Development of UNINTA and Institutional Attorney of AIAMIS. She is also an evaluator for the National System for Evaluation of Higher Education – BASIS/ MEC.
Areas of academic and scientific interest
- Inclusive Education
- Higher Education
- Teacher Training
- Learning and development
- Learning disabilities
- Psychopedagogical intervention in clinical and health care settings
- Evaluation and regulation in Education.
- Evaluation and regulation in Higher Education
- Necessidades e práticas inclusivas no ensino superior: a voz dos professores e alunos de um centro universitário no Brasil
- Maria Odete Emygdio Silva
Given the current demands of education, the inclusion of students with disabilities has been a topic widely debated in the school, social and academic environment. In Brazil, particularly in recent decades, research and actions have been driven by social struggles, especially with the creation of laws and resolutions in defense of education for all. Faced with the redefinitions of educational policies, the access of students with disabilities to regular education has gradually increased, presenting challenges, requiring readjustments of the role of educational institutions in inclusive pedagogical performance and, mainly, in the institutional management of teaching by the teacher. At the moment, many students are ascending to Higher Education, which could be seen as satisfaction from the perspective of social inclusion, is received with concern by most teachers and managers in Higher Education. Mittler (2003) emphasizes that for inclusion to actually happen, it needs inclusion policies, culture and practices. Given the above, the purpose of this work is to investigate the conceptions of students and teachers about the challenges faced in everyday life, aiming above all to understand, what needs do teachers and students with disabilities have in a private Higher Education Institution in Brazil, regarding inclusion? For that, the Qualitative Case Study type research is adopted as a methodology in a Higher Education Institution (HEI), University Center in Ceará – Brazil, data collection must be done through questionnaires, semi-structured interviews with professors and academics with disabilities enrolled in the aforementioned HEI. The data will be treated in the light of Bardin (2016) content analysis. The theoretical foundation will be given through researchers who deal with the theme of Inclusion in Higher Education in Brazil and Portugal, among them Mittler (2003), Mantoan (2003, 2010), Monte, Santo, Lizeo (2021), Silva (2007, 2010, 2021) among others.