Specific Terminality in higher education as listening to diversity

Abstract

This article refers to an excerpt of a master's research developed in the Graduate Program in Education at the University of the Region of Joinville (SC), in the line of research Work and Teacher Education, which aimed to investigate the use of Terminality Specific (ST) in higher education. To do so, we interviewed a professor from the Special Education course at the Federal University of Santa Maria (UFSM) who planned and performed ST for a student who was a target audience of special education. As a general objective, our efforts focused on identifying the critical-reflective elements that motivated the teacher during the planning and application of ST. To understand the reasons, it was necessary to follow some research outlines, that is, the possibility of treating ST in a scenario of inclusion of students, the target audience of special education in higher education, meeting the needs of reducing the evasion and enabling the progression of studies with sufficient knowledge that training requires for professional qualification. The research was characterized as qualitative and exploratory, of the case study type, since it was possible to know more about the applicability of ST in the context of the University. As a result, we found that ST became possible with the teacher's commitment based on what she considered to be important to start the stage, which she called "listening to diversity", combined with the partnerships she established during the student's training process, which involved a multidisciplinary team linked to other areas and sectors of UFSM.