Gestão democrática na educação superior para a diferenciação e acessibilidade curricular

Abstract

Democratic Management in Higher Education, in addition to the management of human, financial, technological and material resources, provides for the interrelation of pedagogical management, access to curriculum, teaching action, results, spaces, conducts and cultural interactions. However, Higher Education Institutions (HEIs) have traditionally tended to subdivide and fragment their actions, distancing themselves from the perspective of accessibility, which encourages the cooperative interrelation of concrete and achievable inclusive elements and practices. Thus, the present research aimed to identify possibilities of democratic management practices in the perspective of accessibility in an HEI, based on the involvement of managers, teachers and students with and without disabilities. The results indicated that, initiatives for (de)construction on conceptions of disability and professional formation, raised the academic community to identify and question various barriers present in the academic context, basing the planning of actions that foster positive changes in this scenario.