Miro e Vejo a Política de Inclusão da Universidade Estadual de Montes Claros

Abstract

This master's dissertation was developed within the research line Educational Public Policies, Diversity and Teacher Education of the Graduate Program in Education. The study was developed in the multipaper format, correlating three articles resulting from research on Aim and See the Inclusion Policy of the State University of Montes Claros, which was carried out between August and October 2024. The general objective of this study is to analyze the Accessibility and Inclusion Policy for people with disabilities at Unimontes, from the perspective of undergraduate students who accessed Higher Education through the affirmative action policy for people with disabilities. Based on this general direction, the specific objectives are: to characterize the Accessibility Policy adopted by Unimontes; to investigate whether there are challenges and/or situations that compromise the permanence of students who have some type of disability, such as auditory, physical, visual, intellectual and/or hidden disabilities in Higher Education; and to identify the architectural barriers within the institution that hinder the mobility of people with disabilities. The investigative method prioritized a qualitative approach and relied on a systematic literature review and field research, with the use of semi-structured interviews conducted with the participation of 08 interviewees. The results indicated the need for adaptations regarding the physical spaces of Unimontes, given that the current adjustments are not sufficient to meet the needs of students with disabilities. In light of this, we highlight the importance of the university assuming the Right to Education of the institution's students with a more humane perspective that promotes access, permanence and inclusion for people with disabilities. It is concluded that there is a need for a more effective educational policy regarding accessibility and permanence for students with disabilities, aiming to provide better conditions for students to perform their activities in a more equitable way. This dissertation, therefore, seeks to contribute to encouraging future investigations that deepen the debate on inclusion in Higher Education