Higher Education and the demands of inclusive education : the vision of the managers of the Federal University of Ouro Preto.

A crescente demanda no campo da educa??o inclusiva, que vem se tornando pauta na Educa??o Superior, tem, de alguma maneira, contribu?do para o repensar dessa etapa de forma??o. Faz-se necess?ria a tomada de posi??o das institui??es no sentido de diminuir as barreiras que dificultam o pleno exerc?cio do direito dos cidad?os que, agora, nela adentram. Para tanto, investigamos como os gestores da Universidade Federal de Ouro Preto (Ufop) concebem tr?s conceitos que entendemos fundamentais para a implementa??o de pol?ticas inclusivas, sendo eles: inclus?o, interculturalidade e inova??o pedag?gica. Por meio da aplica??o de question?rios, realizamos a coleta de dados nos diferentes n?veis de gest?o da universidade. Do total de 120 question?rios aplicados 38 foram respondidos. Foi poss?vel observar que os gestores possu?am um maior conhecimento sobre o tema da inclus?o, o que n?o se estendeu aos outros dois conceitos. Podemos considerar que as respostas apontam para a necessidade de construir um campo de estudos e debates acerca dos conceitos investigados, no intuito de promover a forma??o no ?mbito da institui??o e, assim, garantir que a educa??o inclusiva seja central nas a??es da Ufop.The growing demand in the field of inclusive education that has become a subject in Higher Education has contributed to the rethinking of this stage of education. It is necessary for higher education institutions to step up the barriers that hinder the full exercise of the right of citizens who are now studying it. In this research, we investigate how the managers of theFederal University of Ouro Preto (Ufop) understand three fundamental concepts for the implementation of inclusive policies: inclusion, interculturality and pedagogical innovation. Data collection was performed through the application of 120 questionnaires with 38 respondents. From the answers it was possible to observe that the managers had a greater knowledge on the theme of inclusion, unlike the other two concepts. We can consider that the answers reveal the need to build a field of studies and debates about the concepts investigated. This can contribute to promote training in universities and to ensure that inclusive education is central to Ufop?s actions