A carregar...
Publicação
Histórias de sucesso universitário de diplomados com deficiência: uma análise ecológica de fatores pessoais e contextuais
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.89 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Este trabalho de investigação teve como objetivo compreender os fatores que contribuíram para o sucesso académico de diplomados com deficiência no ensino superior, centrando-se nas suas experiências, percursos e perceções. Com base numa abordagem ecológica e numa metodologia qualitativa de cariz descritivo e interpretativo, procurou-se identificar a interação entre fatores pessoais e contextuais que permitiram aos participantes aceder, permanecer e concluir com êxito a formação universitária.
O estudo integrou-se num projeto internacional coordenado pela Universidade de Sevilha e, em Portugal, pela Universidade do Algarve. Utilizou-se o método biográfico-narrativo, através da realização de entrevistas semiestruturadas a seis diplomados com diferentes tipos de deficiência, que partilharam os seus desafios, estratégias, apoios e conquistas no percurso académico. A análise das entrevistas foi orientada por uma grelha de categorias previamente validada, distinguindo fatores internos (como autodeterminação, resiliência, autoeficácia e autonomia) e fatores externos (como apoio familiar, relações interpessoais, serviços de apoio e políticas institucionais). Os testemunhos revelaram que o sucesso académico é um fenómeno complexo, que não se reduz ao desempenho académico, mas inclui também crescimento pessoal, sentido de pertença, superação de barreiras e construção de uma identidade positiva enquanto estudante universitário. A investigação evidenciou a importância de um ambiente universitário inclusivo, acessível e sensível à diversidade, bem como a necessidade de formação contínua da comunidade académica. Este estudo reforça a relevância de escutar as vozes dos próprios estudantes com deficiência, valorizando as suas experiências e promovendo a transformação das práticas educativas e institucionais no ensino superior.
This research aimed to understand the factors that contributed to the academic success of graduates with disabilities in higher education, focusing on their experiences, trajectories, and perceptions. Based on an ecological approach and a qualitative methodology of descriptive and interpretative nature, the study sought to identify the interaction between personal and contextual factors that enabled participants to access, remain in, and successfully complete their university education. The study was part of an international project coordinated by the University of Seville and, in Portugal, by the University of Algarve. A biographical-narrative method was employed, involving semi-structured interviews with six graduates with different types of disabilities, who shared their challenges, strategies, supports, and achievements throughout their academic journeys. The analysis of the interviews was guided by a pre-validated category framework, distinguishing internal factors (such as self-determination, resilience, self-efficacy, and autonomy) from external factors (such as family support, interpersonal relationships, support services, and institutional policies). The testimonies revealed that academic success is a complex phenomenon that goes beyond academic performance, encompassing personal growth, a sense of belonging, overcoming barriers, and the construction of a positive identity as a university student. The research highlighted the importance of an inclusive, accessible, and diversity-sensitive university environment, as well as the need for the continuous training of the academic community. This study reinforces the relevance of listening to the voices of students with disabilities, valuing their experiences, and promoting the transformation of educational and institutional practices in higher education.
This research aimed to understand the factors that contributed to the academic success of graduates with disabilities in higher education, focusing on their experiences, trajectories, and perceptions. Based on an ecological approach and a qualitative methodology of descriptive and interpretative nature, the study sought to identify the interaction between personal and contextual factors that enabled participants to access, remain in, and successfully complete their university education. The study was part of an international project coordinated by the University of Seville and, in Portugal, by the University of Algarve. A biographical-narrative method was employed, involving semi-structured interviews with six graduates with different types of disabilities, who shared their challenges, strategies, supports, and achievements throughout their academic journeys. The analysis of the interviews was guided by a pre-validated category framework, distinguishing internal factors (such as self-determination, resilience, self-efficacy, and autonomy) from external factors (such as family support, interpersonal relationships, support services, and institutional policies). The testimonies revealed that academic success is a complex phenomenon that goes beyond academic performance, encompassing personal growth, a sense of belonging, overcoming barriers, and the construction of a positive identity as a university student. The research highlighted the importance of an inclusive, accessible, and diversity-sensitive university environment, as well as the need for the continuous training of the academic community. This study reinforces the relevance of listening to the voices of students with disabilities, valuing their experiences, and promoting the transformation of educational and institutional practices in higher education.
Descrição
Palavras-chave
Ensino Superior Deficiência Sucesso