O acesso e a permanência do estudante com deficiência no Ensino Superior em uma universidade pública federal

Abstract

The inclusion of students with disabilities is a right guaranteed by law No. 13,409/2016, which deals with quotas for the inclusion of people with disabilities in higher education. Through a literary review, we tried to build the theoretical framework through a discussion that brought up the problematization of access and permanence in an IES, questions that were: How many are these people, and where are they in the different courses? What actions are offered to students with disabilities to stay in the different courses? Could it be that the pedagogical projects of the courses that welcome such students were built with an inclusive look? What does the Accessibility Center do to enable students to access and stay in the different courses in which they belong? What do students with disabilities say about their inclusion in higher education? To answer the concerns raised here, the present work aimed to investigate how the inclusion of students with disabilities in a federal public institution of higher education takes place. Theorists such as Cantorani et al. (2020), Guedes (2020), Giordani et al. (2020), Cabral (2020), Silva and Pavão (2020) among others that enriched the basis of this research. The study was of a quali-quantitative nature, with a descriptive analysis methodology. To enrich the discussion, questionnaires were developed as a data collection instrument that was applied through the Google forms® digital platform to students with disabilities who study at the researched IES, and to the Accessibility Center of the same institution. An analysis of the pedagogical projects of the courses was also used to verify if the inclusion is contained in the curricular proposal of the course. The results showed that the PPCs, despite having a basic text that alludes to the accessibility of the disabled person, some courses do not include it in their document, disregarding its importance to welcome these students and guarantee, in addition to access, the permanence of the person with disabilities. at the University. The IES needs to promote actions that allow the overcoming of existing barriers from access to completion of these students with disabilities.