Banca de DEFESA: ILEIDIANE CARNEIRO RIBEIRO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ILEIDIANE CARNEIRO RIBEIRO
DATE: 30/04/2026
TIME: 14:00
LOCAL: Virtual pelo Teams
TITLE:

The inclusion of Higher Education in the distance learning through the Open University of Brazil System at the University of Brasília

KEY WORDS:

inclusive education; distance education; accessibility; higher education; educational policies

PAGES: 203
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

The expansion of Higher Education in the distance learning modality in Brazil, particularly

through the Open University of Brazil System, has been recognized as a key strategy for

democratizing access to higher education. By enabling the territorial expansion of

educational provision and increasing opportunities for students living in remote areas, it

contributes to reducing historical inequalities in access to education. Despite these

advances, significant challenges remain regarding the effective inclusion of students with

disabilities in distance higher education, especially in terms of their permanence,

participation, and learning conditions. In this context, this dissertation aims to analyze how

discourses on inclusion are constructed and operate within the Course Pedagogical Projects

(CPPs) of teacher education programs offered through the Open University of Brazil

System at the University of Brasília, under the management of the Distance Education and

Educational Technologies Center. The study is grounded in the assumption that inclusion in

higher education goes beyond formal access, requiring institutional, pedagogical, and

cultural transformations capable of promoting equity and the recognition of difference in

the educational process. The research is theoretically supported by Cultural Studies,

particularly the contributions of Stuart Hall, Carlos Skliar, and Alfredo Veiga-Neto, who

conceptualize inclusion and disability as social constructions shaped by power relations

and discursive disputes within educational institutions. Additionally, the study engages

with the Brazilian normative framework on inclusive education, especially the Brazilian

Inclusion Law and the National Policy on Special Education from the Perspective of

Inclusive Education (2008). Methodologically, the study adopts a qualitative, documentary

approach, focusing on the analysis of institutional documents and CPPs of distance teacher

education programs at University of Brasília. The analysis seeks to identify how inclusion,

accessibility, and support for students with disabilities are formulated and operationalized,

as well as to reveal the institutional rationalities underlying these discourses and the ways

in which public inclusion policies are translated into curricular planning and pedagogical

guidelines. The findings indicate that, although the analyzed documents incorporate

relevant references to the legal framework of inclusive education and acknowledge the

importance of accessibility and institutional support, there are still asymmetries in how

these principles are effectively integrated into the CPPs. In many cases, inclusion remains

associated with normative requirements or specific curricular components, rather than

being consolidated as a transversal principle guiding curriculum organization and

pedagogical practices.

COMMITTEE MEMBERS:
Presidente - 1951689 - LIEGE GEMELLI KUCHENBECKER
Interna - 3120022 - ETIENNE BALDEZ LOUZADA BARBOSA
Interno - 1203067 - JUAREZ JOSE TUCHINSKI DOS ANJOS
Externa à Instituição - INGRID LILIAN FUHR - UNICEUB