Banca de QUALIFICAÇÃO: KELLY ALENCAR FROES FONSECA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : KELLY ALENCAR FROES FONSECA
DATE: 03/10/2025
TIME: 14:00
LOCAL: virtual
TITLE:

From norms to action: translations of inclusion policies for special education students in Brazilian federal universities

KEY WORDS:

Educational inclusion; Higher education; Inclusion policies; Institutional Development Plan; Public special education students; Policy cycle

PAGES: 159
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis project proposes to analyze how the policies of Brazilian federal universities are converted into actions that guarantee access, retention, and completion for students in special education, identifying the influences and processes that gave rise to such policies, the articulation between them, and the main factors that condition the effectiveness of inclusion policies in higher education. To this end, we will seek to identify the influences that triggered the formulation of inclusion policies in federal universities, in order to highlight the processes, advances, and critical points of these policies; outline inclusion policies in the context of practice and the effectiveness of actions to ensure the full and equitable academic inclusion of public special education students; analyze the Institutional Development Plans (PDIs) of federal universities, considering their orientation to support the actions of Higher Education Institutions (HEIs) in inclusion policies in Higher Education; understand the links between PDIs and inclusion policies, focusing on the coherence of actions to achieve inclusion in federal universities, and compare the relationships between institutional inclusion policies and indicators of retention and completion of undergraduate courses by students with specific educational needs in federal universities. The research will adopt a qualitative, interpretative, and comparative approach, anchored in critical epistemology and Stephen Ball et al.'s Policy Cycle framework. As part of the Public Policy and Education Management (POGE) line of research, the study will analyze institutional documents, particularly PDIs, from federal public universities in the Amazon, Central-South, and Northeast regions. The methodology involves document analysis and content analysis according to Bardin (2011), focusing on institutional practices of inclusion, structural, cultural, and attitudinal barriers, and possible contributions to the consolidation of equitable and transformative higher education

COMMITTEE MEMBERS:
Externa à Instituição - SILVANA DIAMANTINO FRANÇA - UNIMONTES
Externa ao Programa - 1957211 - CANDIDA BEATRIZ ALVES - nullInterno - 1457449 - JOSE VIEIRA DE SOUSA
Presidente - 2673303 - SINARA POLLOM ZARDO
Externo à Instituição - WASHINGTON CESAR SHOITI NOZU - UFGD