Culturas, políticas e práticas de inclusão no ensino superior: um estudo a partir do núcleo de apoio a inclusão da UFJF

Abstract

This research aims to investigate how inclusion activities are being implemented at the Federal University of Juiz de Fora (UFJF) in order to promote the retention of students with disabilities in higher education. Discussions regarding the culture, policies, and practices of inclusion in Brazilian federal higher education institutions are relatively recent and became more strongly established at UFJF after the Brazilian Inclusion Law (Law 13.146/2015) and Law 13.409/2016, which provides for reserved admission slots for persons with disabilities in higher education institutions. In this context, this study seeks to identify and analyze how practices, shaped by university culture, are being developed to support the access and retention of students with disabilities. Furthermore, this research aims to investigate the impact of the actions of the Inclusion Support Center (NAI) on the academic lives of students with disabilities. To this end, documentary analysis, interviews, and theoretical references were integrated within a qualitative approach guided by the Life History methodology, according to the assumptions of Glat (2009), prioritizing participants’ voices and valuing their active role. For data collection, twelve interviews were conducted with students with disabilities enrolled in undergraduate programs at UFJF. The data were analyzed using content analysis according to Bardin (2016), resulting in six analytical categories: meanings of (in)capacity; academic trajectory; barriers and accessibility at UFJF; the role of the NAI; protagonism of persons with disabilities; and support networks. The results indicate that the expansion of public policies for access to higher education in recent decades has facilitated the entry of students with disabilities into Brazilian universities; however, access alone does not ensure effective conditions for retention and full academic participation. Pedagogical and attitudinal barriers persist throughout the university experience, requiring continuous institutional support and coordinated actions across different sectors. In this context, the NAI emerges as a fundamental element in mediating accessibility conditions, acting through academic guidance, articulation with faculty, provision of pedagogical accessibility resources, and student support, thus becoming a key reference during undergraduate studies. From a scientific perspective, the research contributes to the field of inclusive education in higher education, particularly regarding academic retention, by prioritizing students’ voices as protagonists in knowledge production. It is concluded that inclusion in higher education is an ongoing process, marked by both advances and challenges. The growing presence of students with disabilities represents an achievement of public policies and social movements; however, quality retention depends on continuous institutional commitment to accessibility, equity, and recognition of human diversity. Beyond ensuring access, it is essential to guarantee conditions that allow these students to fully experience university life and participate in knowledge production with equal opportunities. It is hoped that this research will contribute significantly to the Brazilian inclusive education context, especially in higher education, with expectations of further progress and achievements.