As instituições de ensino superior (IES) como campo de trabalho e de inclusão : a percepção de gestores e trabalhadores com deficiência sobre a Lei de Cotas.

Abstract

Throughout history, people with disabilities have been excluded and kept on the margins of society without access to basic rights such as education and work. Thus, many policies have been implemented to ensure equal opportunities for all groups in society. One of these policies is Law No. 8,213 of 1991, which establishes the proportional reserve of vacancies for persons with disabilities in organizations with more than 100 employees. However, in spite of many attempts to implement the process of inclusion the people with disabilities, many obstacles are present in the various types of organizations and society as a whole. Among these organizations are higher-education institutions, which have a direct relationship with the development of the region by training professionals through higher education courses, but mainly because it is a field of work that influences social, cultural and economic development. In this way, the present work aimed to know and in details the manifest and latent reasons, which make it difficult to include in the work context of a higher-education institution. Thus, a qualitative research was carried out with a phenomenological approach through the case study at the University of Santa Cruz do Sul (UNISC). Interviews were conducted with three managers and seven disabled workers of the organization, who were analyzed under the Bardin Content Analysis. A profile of UNISC disabled workers was drawn up and three distinct themes were subdivided into categories, the most relevant being Perceptions on the Quota Law, Stereotypes, Discriminatory Prejudice and Barriers in Access. It was realized that UNISC, although not complying with the contracting of people with disabilities in a comprehensive manner and still presents accessibility problems, such as attitudinal, communicational and architectural barriers, is an organization concerned with inclusion and has made continuous efforts to try to meet the quota and guarantee an effective inclusion. In addition, it is important to remember that the university is part of a society and reflects the values and prejudices that exist in it, and as long as society presents stereotypes and barriers against people with disabilities, these will be reflected in organizations. Thus, the change of vision and attitude towards the inclusion of people with disabilities in the various contexts must begin with a process of education and awareness of society as a whole.