Magalhães, Rita de Cássia Barbosa PaivaOliveira, Maria Auxileide da Silva2024-08-212024-08-212024-03-27OLIVEIRA, Maria Auxileide da Silva. Acessibilidade e inclusão na educação superior: cultivando novas sementes a partir das histórias de vidas dos estudantes com deficiência na Universidade Federal do Acre. Orientadora: Dra. Rita de Cássia Barbosa Paiva Magalhães. 2024. 339f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2024.https://repositorio.ufrn.br/handle/123456789/59737This thesis consists of a study on accessibility and inclusion in higher education, from the perspective of students with disabilities at the Federal University of Acre (UFAC). It starts from the understanding that people with disabilities should be protagonists of their own history. Thus, it aimed to analyze the narratives of students with disabilities in their academic trajectory, taking into account the inclusion policies directed towards them at UFAC. It is a qualitative approach, through narrative research, using the life history method. We also employed the "Snowball" sampling technique to complement and provide important information for this study. Eight students with disabilities participated in the study, as well as six participants indicated by these students as facilitators of their inclusion process in higher education, via snowball sampling. Thematic analysis was employed for the interview analysis. An analysis of institution documents was also carried out, including the Institutional Development Plan (PDI) (2020-2024), the General Regulations of UFAC (2013), and UFAC in numbers (2022). The research results reveal that for an inclusive culture to be incorporated into UFAC, it is important for the PDI to outline actions that promote accessibility in all its dimensions by various administrative instances (Pro-Rectors, Academic Centers, Directorates, among others). Beyond the legality of the issue, UFAC needs to incorporate the principles of inclusion and accessibility into its institutional policies and practices. This requires the institution to be open to dialogue and paradigm shift. Regarding the actions taken by the NAI for the retention of students with disabilities at UFAC, the analyses show that NAI's actions are linked to the National Student Assistance Program (PNAES), which develops actions through programs such as the Monitoring and Tutoring Program to Support Students with Special Needs in Education (PROMTAED), the Accessibility Support Program (Pró-Acessibilidade), and the Incentive Program for Students with Special Needs (Pró-Pcd). Concerning admission to higher education, the narratives of participating students indicate that the resources provided were sufficient for the Enem examination, and the quota law contributes to the inclusion of this audience in higher education. Furthermore, the results highlight the difficulties faced by students due to the absence of inclusive pedagogical practices in the classroom, the fundamental role of student monitors, the indication of the need for teacher training, and the existence of ableism in the university's daily life. Students expressed concerns about the lack of adequate materials, issues related to study habits, the amount of content, and the pace of activities, as well as suggesting more precise monitoring by NAI of the monitors' work. Considering the applicability of inclusive public policies for the retention of students with disabilities in higher education, within the context of UFAC, according to the participants' narratives, it is not possible to ensure that we have an inclusive university. Many barriers hinder effective inclusion at UFAC, but the participating students in the research revealed their protagonism and resilience amidst adversity. Despite the regulations established in Brazil, the reality presented by the interviewed students demonstrates significant failures in the implementation of these actions in the context of UFAC, especially regarding the dimensions of attitudinal, architectural, communicational and informational, and pedagogical accessibility. Thus, the effectiveness of accessibility to knowledge depends not only on rights guaranteed by legislation but also on the breaking of paradigms and prejudices that still persist in academic circles.Educação superiorAcessibilidadeEstudante com deficiênciadoctoralThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO