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Educação e inclusão em instituições de ensino superior : o caso das pessoas da comunidade LGBTQIA+
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O presente trabalho corresponde a uma dissertação conducente à obtenção do grau de Mestre em Ciências da Educação com especialização em Pedagogia Social, intitulado de “Educação e Inclusão Social no Ensino Superior – O caso das pessoas da comunidade LGBTQIA+”. Em termos teóricos esta dissertação está balizada pelas ciências da educação, em particular pela Pedagogia Social como campo de saber que enquadra a práxis socioeducativa desenvolvida numa lógica de promoção de proximidade e solidariedade social. Em termos empíricos, optou-se por uma estratégia de recolha de dados enquadrada por uma abordagem qualitativa e assente, fundamentalmente, na inquirição direta de atores de modo a perceber em que medida os estudantes do Ensino Superior pertencentes à comunidade LGBTQIA+ encontram condições de acolhimento e inclusão institucional, quais as dificuldades e desafios que enfrentam. Os dados recolhidos e analisados evidenciam que há ainda um muito caminho a percorrer no que diz respeito à inclusão dos estudantes desta comunidade, sugerindo a necessidade de promoção de programas de educação inclusiva de carácter pedagógico e mais direcionados para problemas específicos e concretos das pessoas das comunidades minoritárias, como as que se referem ao caso deste estudo.
This work corresponds to a dissertation leading to the award of a Master's degree in Educational Sciences with a specialization in Social Pedagogy, entitled “Education and Social Inclusion in Higher Education - The case of people from the LGBTQIA+ community”. In theoretical terms, this dissertation is based on the educational sciences, in particular Social Pedagogy as a field of knowledge that frames the socio-educational praxis developed in a logic of promoting proximity and social solidarity. In empirical terms, we opted for a data collection strategy framed by a qualitative approach and based fundamentally on the direct questioning of actors in order to understand the extent to which higher education students belonging to the LGBTQIA+ community find conditions of reception and institutional inclusion, what difficulties and challenges they face. The data collected and analyzed shows that there is still a long way to go when it comes to the inclusion of students from this community, suggesting the need to promote inclusive education programs of a pedagogical nature and more targeted at the specific and concrete problems of people from minority communities, such as those in the case of this study.
This work corresponds to a dissertation leading to the award of a Master's degree in Educational Sciences with a specialization in Social Pedagogy, entitled “Education and Social Inclusion in Higher Education - The case of people from the LGBTQIA+ community”. In theoretical terms, this dissertation is based on the educational sciences, in particular Social Pedagogy as a field of knowledge that frames the socio-educational praxis developed in a logic of promoting proximity and social solidarity. In empirical terms, we opted for a data collection strategy framed by a qualitative approach and based fundamentally on the direct questioning of actors in order to understand the extent to which higher education students belonging to the LGBTQIA+ community find conditions of reception and institutional inclusion, what difficulties and challenges they face. The data collected and analyzed shows that there is still a long way to go when it comes to the inclusion of students from this community, suggesting the need to promote inclusive education programs of a pedagogical nature and more targeted at the specific and concrete problems of people from minority communities, such as those in the case of this study.
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Pedagogia social Educação inclusiva Inclusão social Comunidade LGBTQIA+ Ensino superior Social pedagogy Inclusive education Social inclusion LGBTQIA+ community Higher education
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Without CC licence