A inclusão do acadêmico da Educação Especial no Ensino Superior: um estudo bibliográfico na UFSM

Abstract

The aim of this study is to analyze the process of inclusion of people with disabilities in higher education at the Federal University of Santa Maria/RS. In order to reference the study, the socio-historical context of Brazilian public educational policies aimed at the disabled population will be addressed through the implementation of normative acts that enable the right to education; as well as understanding the strategies used by UFSM for the inclusion of this public in the academic sphere. In this way, this work is guided by qualitative research, whose methodological procedures are directed towards bibliographical research, delimited by the productions carried out at UFSM that discuss the subject in question between the years 2015 to 2023; as well as a documentary survey carried out at UFSM's Manancial, in educational legislation specific to the object and those specific to the University. Only five (05) papers were included after exclusion criteria were used, taking into account their descriptors, titles and keywords. Thus, the work is divided into two parts: the first focuses on the process of creating and implementing public educational policies in the Brazilian context for People with Disabilities (PwD), specifically in Higher Education, pointing out descriptively and quantitatively the affirmative policies consistent with the offer of vacancies at national level and; the second part focuses on the implementation of Higher Education for PwD at UFSM, pointing out the perspectives and challenges posed for the realization of Specialized Educational Assistance (AEE) as an enabler of the right to Education. The comprehensive analysis of the five studies reveals a complex and multifaceted scenario in the context of the inclusion of people with disabilities in higher education. The studies reveal persistent challenges, from the lack of resources and adequate structure, including architectural barriers and the lack of assistive technologies, to the urgent need for adequate training and qualification of professionals involved in Special Education. The advances identified, such as the presence of Accessibility Centers and the promotion of affirmative action, are promising signs. However, the progress of these practices faces substantial obstacles.