Evasão na educação superior: pessoas com deficiência na Universidade Federal da Fronteira Sul

Abstract

The academic journey is a moment full of adversity, a point of rupture between leaving high school and adolescence and the experience of a new journey entering higher education and the beginning of adulthood. In the context of inclusive education, the way students are received, welcomed, and accompanied by the educational institution is fundamental, this support influences not only academic development, but especially in the permanence and completion of studies. Given these considerations, this research developed in the Professional Postgraduate Program in Education of the Federal University of Fronteira Sul - Erechim Campus, inserted in the line of "Research in Pedagogical Processes, Policies and Educational Management", seeks to understand the factors that impact the evasion of people with disabilities at UFFS. The general objective of the study is to identify these factors and propose an institutional diagnosis that makes feasible permanence actions. The methodology involved a bibliographic research on the inclusion of People with Disabilities - PwDs in higher education, supported by authors such as Sassaki (2005), Mantoan (2015), Peron (2016) and others, and a qualitative field research in the form of semi-structured interviews with PwD students who dropped out, following the perspective of Minayo (2001) and Bardin (2016), with data collected and analyzed according to the content analysis methodology. The structure of the work includes the contextualization of the research, the review of the state of knowledge on the topic, a historical contextualization of inclusive education in Brazil, the analysis of access and permanence policies at UFFS, the influence of the socioeconomic context on human development, and the employed methodology. The study suggests the restructuring of the Accessibility Center, the hiring of specialized professionals in Inclusive Education, and continuous support for teachers. This research proposes as an Educational Product, guidelines in the format of a manual for teachers "Inclusive Teacher". This work does not offer definitive solutions, but proposes reflections and guidelines to strengthen the inclusion and permanence of PwDs at UFFS. It is concluded that there is much to explore, and this research seeks to be a tool for social transformation.