TEACHING VIEWPOINTS ON THE INCLUSION OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION

Abstract

The expanding of Brazilian higher education creates new challenges for universities and their professors, among them, teaching and learning with students with disabilities. This text is linked to the research for a doctoral thesis, which aimed to cause tension in the policy of inclusion of students with disabilities in higher education as well as understanding the effects of this process in the university teaching. Ten professors who have worked with students with disabilities at undergraduate courses were interviewed at two universities in Santa Catarina. The empirical data generated through narrative interviews was examined from the perspective of discourse analysis, based on Foucauldian references. In this text, we highlighted two professors’ discourse on their experience of teaching the same deaf student enrolled in an undergraduate degree in Design, in which the two professors worked, showing different views about a subject of education. The inclusion is discussed as a policy practice of governmentality.