Revisão de literatura do público-alvo: educação especial nas universidades brasileiras utilizando uma análise de corpus textuais

Abstract

The present work aims to carry out a literature review on the theme of the target audience of special education in higher education. This theme was chosen from a personal context that stems from the experience lived by me, as a student with a disability, during all the years that I attended the school benches until that moment in Higher Education. A historical, social and political analysis of Special Education is carried out, emphasizing how it was and how people with disabilities are treated in schools until they reach university education. In order to discuss our Constitutions, the real importance of researching students with disabilities over the centuries in our country becomes clear. Through the study of previous legislation, it can be noticed that there was a legislative omission regarding the theme, and with the passage of time, the laws in relation to Special Education began to become more expressive. The entry of students with disabilities into higher education had a complicated history, showing that changes came into being after a lot of omission and a lot of struggle for changes to begin to occur in relation to the access of the target audience for Special Education in Brazilian universities. To validate and enhance the importance of the theme described, the textual corpus analysis was used in the main texts that made up the aforementioned work. The analyzes of similarity and word cloud used allowed us to verify that the words highlighted in relation to the highest frequencies and high degree of relevance assertively represent the main focus of the referred bibliographic review work. Prominent words such as Disability and Education are sometimes the origin of ramifications of other important words, sometimes they are wrapped in expressive words, in a way that shows that the texts chosen for the work's preparation really are a solid basis for the development of the theme and provide an opportunity for a form of dynamic reading of the referred work and reaching a level of comprehension of it, without knowing it in full.