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	  <docTitle>
	     <text>Políticas Inclusivas: Juventude, participação e acessibilidade</text>
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	  <docAuthor>
	     <text>NAPNE - BG</text>
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         <navLabel>
            <text>  POLÍTICAS INCLUSIVAS: JUVENTUDE, PARTICIPAÇÃO E ACESSIBILIDADE
</text>
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      <navPoint class="h1" id="ncx-7" playOrder="7">
         <navLabel>
            <text>  QUEM É UM(A) AGENTE DE PROMOÇÃO DA ACESSIBILIDADE?
</text>
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         <navLabel>
            <text>  APRESENTAÇÃO
</text>
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         <navLabel>
            <text>  O 1º JUVA PELA ESCOLA DE GENTE – COMUNICAÇÃO EM INCLUSÃO
</text>
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         <navLabel>
            <text>  OBRIGADA
</text>
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         <navLabel>
            <text>  SUMÁRIO
</text>
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         <navLabel>
            <text>  PARTE 1 – O 1º JUVA 
</text>
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         <navLabel>
            <text>  NÚMEROS, IMPACTOS E CENÁRIOS
</text>
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            <navLabel>
               <text>  Cenário
</text>
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         <navLabel>
            <text>  AGENTES DE PROMOÇÃO DA ACESSIBILIDADE DO 1º JUVA
</text>
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         <navLabel>
            <text>  PARTE 2 – O QUE A JUVENTUDE QUER SABER SOBRE ACESSIBILIDADE?
</text>
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            <navLabel>
               <text>  Questão 1: Como reconhecer o próprio preconceito, sendo esse o ponto de partida para a desconstrução que nos levará à inclusão?
</text>
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               <text>Questão 2: Por que prazos estipulados pelo decreto nº 5.296/04 já venceram e atitudes de fiscalização e punição não estão sendo tomadas? Quem deveria fiscalizar e não fiscaliza?</text>
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               <text>Questão 3: Como garantir acessibilidade para estudantes da área de saúde se o aprendizado de algumas matérias é estritamente visual, como na anatomia? De que modo acadêmicos(as) de medicina, enfermagem ou biologia que sejam cegos(as), surdos(as) ou tenham qualquer deficiência podem aprender como as demais pessoas e se realizarem profissionalmente?</text>
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               <text>  Questão 4: Qual é a importância da acessibilidade para a cultura?
</text>
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               <text>  Questão 5: O que a convenção sobre os direitos das pessoas com deficiência da ONU trouxe de inovação em termos de acessibilidade?
</text>
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            <navLabel>
               <text>  Questão 6: O que é desenho universal?
</text>
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               <text>  Questão 7: Como inserir a questão da acessibilidade no monitora mento do orçamento público?
</text>
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               <text>Questão 8: Quanto custa discriminar? A acessibilidade tem preço?</text>
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               <text>Questão 9: É possível criar escolas públicas para pessoas com deficiência auditiva e visual em todo o Brasil? O que falta para isso?</text>
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               <text>Questão 10: Como ocorre a acessibilidade nas escolas? Existe alguma lei que garanta acessibilidade para pessoas em cadeiras de rodas nas escolas? O que ela determina?</text>
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               <text>  Questão 11: Por que o aprendizado da Libras e do Braille nas universidades, principalmente nas áreas de licenciatura, não é obrigatório?
</text>
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               <text>  Questão 12: Por que com tanta tecnologia e comunicação pessoas com deficiência ainda continuam com dificuldades de obter informações?
</text>
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               <text>  Questão 13: É possível optar entre sustentabilidade e acessibilidade?
</text>
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               <text>  Questão 14: Como modificar instituições educacionais que são tombadas pelo patrimônio histórico para que sejam acessíveis?
</text>
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               <text>Questão 15: São necessárias cotas para pessoas com deficiência nas universidades? O sistema de cotas também não acaba cruzando com o fator discriminação, apesar de ser uma intervenção para incluir?</text>
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               <text>  Questão 16: Sobre a questão da avaliação escolar: como trabalhar essa questão pensando no “tempo da inclusão”?
</text>
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               <text>Questão 17: Como fazer para promover a educação inclusiva junto a pessoas que já estão na vida acadêmica e que não se interessam pelo tema? Como posso atingi-las diretamente?</text>
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               <text>  Questão 18: De que forma podemos qualificar melhor os(as) profissionais da educação para receber pessoas com deficiência?
</text>
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               <text>Questão 19: Educação inclusiva é o começo, meio ou fim da engrenagem da acessibilidade? Existem outras? Quais?</text>
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               <text>  Questão 20: O que fazer com a falta de interesse dos(as) professores(as) acadêmicos(as) em relação a universitários(as) com deficiência visual?
</text>
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               <text>  Questão 21: Como a desvalorização do magistério pode impactar negativamente o processo de inclusão nas escolas?
</text>
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               <text>Questão 22: Existe obrigatoriedade para professores(as)/educadores(as) em formação terem acesso a noções da educação inclusiva e acessibilidade em seus cursos de licenciatura? Por exemplo, como incluir crianças com deficiência nas escolas públicas de educação infantil se não existe acessibilidade e profissionais capacitados?</text>
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               <text>  Questão 23: O que fazer quando uma pessoa sofre preconceito na escola?
</text>
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               <text>  Questão 24: Por que nossos(as) professores(as), gestores(as) e secretários(as) de Educação ainda não acordaram para a realidade de uma educação inclusiva?
</text>
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               <text>Questão 25: O que é preciso fazer para que uma revista mensal se torne acessível? Quais os caminhos? Onde captar recursos?</text>
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               <text>  Questão 26: Existe uma lei federal para todos os estados liberarem o passe-livre para quem tem deficiência visual?
</text>
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               <text>  Questão 27: Qual a interrelação entre direito à vida, à acessibilidade e à comunicação?
</text>
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               <text>  Questão 28: Como tornar a acessibilidade “acessível” a populações de menor poder aquisitivo?
</text>
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               <text>  Questão 29: O Estado deve arcar integralmente com a oferta de acessibilidade ou é possível que fundações e instituições vinculadas às corporações de mídia produzam mídias/produtos mais acessíveis a este segmento populacional?
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               <text>  Questão 30: Que indicadores de acessibilidade podem ser inseridos no contexto da rede de cidades sustentáveis?
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            <text>  ORGANIZAÇÕES PARTICIPANTES DO 1º JUVA
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            <text>  FICHA CATALOGRÁFICA
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            <text>  OUVIDORIA NACIONAL DE DIREITOS HUMANOS
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            <text>  CONCEPÇÃO E REALIZAÇÃO
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            <text>  APOIO
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            <text>1</text>
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            <text>2</text>
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            <text>3</text>
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            <text>4</text>
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            <text>5</text>
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            <text>6</text>
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            <text>7</text>
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            <text>8</text>
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            <text>9</text>
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            <text>10</text>
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            <text>11</text>
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            <text>15</text>
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            <text>16</text>
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            <text>17</text>
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            <text>18</text>
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            <text>19</text>
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            <text>20</text>
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            <text>21</text>
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            <text>22</text>
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            <text>23</text>
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            <text>24</text>
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            <text>25</text>
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            <text>26</text>
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            <text>27</text>
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            <text>28</text>
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            <text>29</text>
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            <text>30</text>
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            <text>31</text>
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            <text>32</text>
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            <text>33</text>
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            <text>34</text>
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            <text>35</text>
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            <text>36</text>
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            <text>37</text>
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            <text>38</text>
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            <text>39</text>
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            <text>40</text>
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            <text>41</text>
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            <text>42</text>
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            <text>43</text>
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            <text>44</text>
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            <text>45</text>
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            <text>46</text>
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            <text>47</text>
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            <text>48</text>
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            <text>49</text>
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            <text>50</text>
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            <text>51</text>
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            <text>52</text>
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            <text>53</text>
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            <text>54</text>
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            <text>55</text>
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            <text>56</text>
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            <text>57</text>
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            <text>58</text>
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