Avanços, desafios e perspectivas para a formação acadêmica da pessoa com deficiência na Universidade Estadual da Paraíba.

Abstract

This study aims to identify and analyze the challenges, advances and perspectives to promote access, retention and academic training of students with disabilities in courses at Campus I of the State University of Paraíba (UEPB). To achieve this, the research is based on a historical-critical-dialectic approach, seeking to understand the inclusion policies in Higher Education and their impacts on the academic trajectory of these students. The investigation was guided by specific objectives that encompass the analysis of social inclusion and educational policies in Brazil, the mapping of UEPB's institutional policies, the characterization of the subjects involved in the teaching-learning process of PWDs and the assessment of these subjects' perceptions of the University's inclusion policies. The methodology used combines bibliographic review, document analysis and field research, through the application of electronic questionnaires with students with disabilities, teachers and tutors of the Special Tutoring Program; and semi-structured interview with the Program's Social Worker. The results indicate that, despite regulatory and institutional advances in promoting inclusion, significant challenges persist, such as architectural barriers, scarcity of accessible materials, limitations in teacher training and difficulties in pedagogical support. Furthermore, it was found that, although institutional policies have provided opportunities for access and permanence, there are still gaps in the academic preparation of students with disabilities for their insertion into the job market. The study concludes that educational inclusion in Higher Education must go beyond access, guaranteeing effective conditions for the retention and professional qualification of these students. To this end, it is recommended to expand accessibility policies, continuous training of teachers and tutors, the adoption of inclusive methodologies and the strengthening of institutional actions aimed at the professional insertion of PWDs. Finally, it is suggested that future research deepen the relationship between inclusive Higher Education and employability, analyzing how this process can contribute to expanding opportunities and guaranteeing the full exercise of citizenship and dignity for all people.