Estudantes cotistas com deficiência na universidade: perfil educacional e socioeconômico

Abstract

The most recent of the actions for the inclusion of people with disabilities in higher education is Law nº 13.409 / 2016, which established that federal institutions linked to the Ministry of Education would reserve in each contest, places for people with disabilities. This study arose from the need to investigate the profile of the first students targeted by this law within the UFRN, who entered via the Sisu selection process. We list as general objective: to know the educational and socioeconomic profile of students with disabilities entering the UFRN through the selection process Sisu 2018; and as specific objectives: to characterize the educational and socioeconomic profile; identify specific educational demands; raise facilitating and limiting aspects for permanence. To achieve these goals, we use a methodological theoretical framework that underlies exploratory and descriptive research (TRIVIÑOS, 1987; GIL, 1999). The methodology used combined qualitative and quantitative elements (DAL-FARRA; LOPES, 2013) thus assuming a mixed character (CRESWELL, 2007). For data collection we used documentary research (GIL, 1999), questionnaire, and semi-structured interview (MINAYO, 2010). As for analysis, we use the technique of content analysis by Bardin (2011). The results point to the fact that students with disabilities are reaching highly selective courses. The predominance of admission occurred among male students; the condition of major disability was physical disability; The courses with the highest admission were the law and medicine courses. The most demanded educational demands, in addition to the technical educational accompaniment, were in the adaptation of materials and in the request of financial aid. As facilitating factors for permanence were the actions for inclusion; the collaboration of friends, teachers and other servants; the offer of educational and financial aid and resources. Limiting aspects were the lack of knowledge on the part of the student about the aid / resources and rules provided by the institution for permanence; failures in the flow of information exchange for actions for inclusion. We conclude then that although still far from ideal, quotas have reached people with disabilities and they have challenged / will challenge the real possibilities of permanence in higher education institutions.