VISUAL IMPAIRMENT APPROACH IN THE INSTITUTIONAL PEDAGOGICAL PROJECTS OF THE MINAS GERAIS FEDERAL UNIVERSITIES

Abstract

 Over the years, different paradigms have emerged regarding Special Education (SE), each associated with specific and well-defined historical periods and terminologies. The analysis of these paradigms and their terms allows us to identify the policies or historical contexts to which the documents are linked. Although SE is predominantly discussed in policies aimed at basic education, its provision must also be guaranteed in higher education, in accordance with the inclusive guidelines established in Brazilian laws. This obligation must be presented in the normative documents of educational institutions, especially those that guide pedagogical practice, such as Institutional Pedagogical Projects (IPPs). These documents must be aligned with the current legal basis and the current SE paradigm, centered on inclusion. The objective of this study was to analyze the visual impairment approach in the institutional Pedagogical Projects of 11 federal universities in the state of Minas Gerais using the documentary analysis method, according to Ludke and André (2018) and Holsti (1969), associated with content analysis according to Bardin (2016). The research revealed an urgent need to improve the visual impairment approach in the university Pedagogical Projects. The study shows that 30% of the IPPs analyzed present outdated language, with terms associated with outdated paradigms of special education.