<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Aval]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772016000200523</article-id>
<article-id pub-id-type="doi">10.1590/S1414-40772016000200011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A inclusão de universitários com deficiência em cursos de Educação Física na cidade de Maceió/AL]]></article-title>
<article-title xml:lang="en"><![CDATA[The inclusion of students with disabilities in Physical Education underdegree courses in the city of Maceió-AL, Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calheiros]]></surname>
<given-names><![CDATA[David dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fumes]]></surname>
<given-names><![CDATA[Neiza de Lourdes Frederico]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>523</fpage>
<lpage>539</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772016000200523&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772016000200523&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772016000200523&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos anos mais recentes, uma crescente participa&#231;&#227;o de pessoas com defici&#234;ncia a ter acesso &#224; Educa&#231;&#227;o Superior. Esse processo desafia e provoca mudan&#231;as dentro e fora dos muros das Insti tui&#231;&#245;es de Ensino Superior (IES). Por esta raz&#227;o, nos propomos nesta pesquisa de casos m&#250;ltiplos, de abordagem qualitativa, a entender o processo de inclus&#227;o de universit&#225;rios com defici&#234;ncia em cursos presenciais de Gradua&#231;&#227;o em Educa&#231;&#227;o F&#237;sica da cidade de Macei&#243;/AL, utilizando como instrumento de coleta de dados a entrevista semiestruturada. Os participantes desse estudo foram os/as pr&#243;prios/as universit&#225;rios/as com defici&#234;ncia e seus respectivos coordenadores de curso. Para o tratamento dos dados coletados, utilizamos a an&#225;lise de conte&#250;do, especificamente a tem&#225;tica. Para aplic&#225;-la, fizemos uma leitura exaustiva dos materiais recolhidos, a fim de elencarmos um delineamento dos temas importantes para o estudo. Em seguida, houve explora&#231;&#227;o dos potenciais de codifica&#231;&#245;es baseadas em crit&#233;rios tem&#225;ticos. Os resultados dessa pesquisa assinalam que apenas 03 (1 p&#250;blica e 2 privadas) das 20 IES (presenciais) da cidade de Macei&#243;/AL ofertavam cursos de Educa&#231;&#227;o F&#237;sica, em 2009/2010. Destas 03 IES, verificamos, atrav&#233;s de visitas in loco, que apenas as 2 institui&#231;&#245;es privadas - denominadas, neste estudo, de Institui&#231;&#227;o "A" e Institui&#231;&#227;o "B"- possu&#237;am universit&#225;rios com defici&#234;ncia, sendo que na institui&#231;&#227;o "A" havia 02 universit&#225;rios com defici&#234;ncia e na institui&#231;&#227;o "B", 03 universit&#225;rios/as com defici&#234;ncia. Estes 05 universit&#225;rios/ as foram convidados/as a participar da pesquisa, bem como os seus respectivos coordenadores de curso: 02 no total, um de cada institui&#231;&#227;o, os quais aceitaram e declararam isso assinando o Termo de Consentimento Livre e Esclarecido (TCLE). Os resultados apontaram que, embora o processo de inclus&#227;o esteja em andamento e a participa&#231;&#227;o do universit&#225;rio/a com defici&#234;ncia na Educa&#231;&#227;o Superior seja mais expressiva do que era anos atr&#225;s, a sua perman&#234;ncia estava condicionada aos seus pr&#243;prios esfor&#231;os e &#224; ajuda de colegas de classe. Essa condi&#231;&#227;o era decorrente das in&#250;meras barreiras que ainda se mantinham presentes no espa&#231;o educacional, deixando-o/a mais vulner&#225;vel &#224; exclus&#227;o. Dessa forma, &#233; crucial que as institui&#231;&#245;es pesquisadas (re)pensem a forma com que t&#234;m encarado a inclus&#227;o no ambiente da sua institui&#231;&#227;o e que, al&#233;m disso, planejem e executem a&#231;&#245;es que contribuam para esse processo em seu estabelecimento de ensino. Assim, acreditamos que a institui&#231;&#227;o estudada estaria mais preparada para garantir o processo de ensino-aprendizagem do universit&#225;rio com defici&#234;ncia em uma perspectiva da educa&#231;&#227;o inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In recent years, the access of people with disability has increased in college education. This process defies and provokes changes inside and outside the wall of College Education Institution (CEI). Because this reason, we propose ourselves, in this research of cases multiples and qualitative approach, to understand the inclusion process of students with disability in Physical Education underdegree courses in the city of Maceio/AL, using instrument of gathering data a semi-structured interview. In this study, the participants were students with disability and their respective course coordinators. For the analysis of data we used the contents analysis, specifically the thematic. We made an exhaustive reading of the collected materials and we identified the important themes for the study. After this, we codified based on thematic criteria. The results reported that only 03 (1 public and 2 private) of 20 CEI in the city of Maceio/AL offers Physical Education Teaching Courses in 2009/2010. Theses 03 CEI, we verified, through of visits in loco that only two private institutions - they were called in this study of "A" Institution and "B" Institution - have students with disability - Institution "A" had 02 students and Institution "B" had 03 ones. These 05 students with disability were invited to take part in the research, as well their respective course coordinators - 02 in the total, one from each institution. All of them accepted the invitation and signing the Informed Consent Form (ICF). The results showed that although the inclusion process was going on and the participation of students with disability in the Physical Education underdegree courses was more expressive than years ago, their permanence was conditioned to their own efforts and help of classmates. This condition was due to several barriers that still existed in the educational space, leaving them more vulnerable to exclusion. Thus, it was crucial that the institutions surveyed (re)think the form that has seen the inclusion of the environment in your institution, furthermore, plan and execute actions that contribute to this process in their educational establishment. Thus, we believe that the studied institution would be more prepared to make teaching-learning students with disability in inclusive education perspective.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Universitários com deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Students with disability]]></kwd>
<kwd lng="en"><![CDATA[College Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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