Analysis of accessibility policies according to the PDI of a brazilian state public university

Abstract

The presence of collectives with diverse identity and cultural characteristics has become increasingly common in higher education institutions. Social movements, public policies regarding reserved vacancies, designs, and strategies constitute important approaches to ensuring access to universities. Although Brazil has significant laws focused on inclusive education, there is a considerable challenge in their implementation, especially concerning the recognition and consideration of specific educational needs of students from diverse collectives, particularly those with disabilities. Thus, this work aims to analyze accessibility policies according to the Individual Development Plan (IDP) in force from 2022 to 2026 at a Brazilian public state university. It also aims to discuss, in a broader sense, the phenomenon of disability and the specific educational needs (SEN) that may arise during the academic journey of students in higher education. A descriptive and exploratory research based on the documentary analysis of the respective IDP was conducted. The findings demonstrate that accessibility policies primarily focus on teaching, access, retention, and curriculum adaptation issues. It is concluded that a cultural transformation within the institution is necessary to ensure accessibility policies that consider students with SEN as subjects entitled to education that values the elimination of accessibility barriers and promotes attitudinal actions against stereotypes, stigmas, and prejudices faced by various collectives within Higher Education Institutions (HEIs). This would thereby enable the retention of these students until the completion of their undergraduate and/or postgraduate courses.