Articulação para implementação de núcleos de acessibilidade como ferramenta para a inclusão em instituições de ensino superior: a realidade da Universidade Federal do Sul da Bahia - UFSB

Abstract

The increase in the enrollment of students with disabilities in Brazilian higher education results from normative advances and public policies aimed at expanding access and ensuring adequate conditions for academic permanence, with emphasis on initiatives such as the Programa Incluir and the Brazilian Inclusion Law. In this context, federal higher education institutions have incorporated guidelines related to accessibility and inclusion into their institutional documents. This research is based on the following problem: how can the implementation of an Accessibility and Inclusion Center contribute to the consolidation of the accessibility and inclusion policy at the Federal University of Southern Bahia (UFSB)? The general objective was to analyze the importance of implementing the Accessibility and Inclusion Center at UFSB, based on the examination of its institutional documents and organizational structure. The specific objectives were: (a) to examine the normative guidelines that underpin the university’s accessibility policy; (b) to analyze how this policy is reflected in institutional planning instruments; (c) to evaluate the calls for proposals and operational actions related to accessibility; and (d) to identify organizational challenges related to the consolidation of the Center. The study adopted a qualitative approach, with a descriptive and exploratory nature, using a case study as its methodological strategy. Data collection was conducted exclusively through document analysis, including CONSUNI Resolution No. 07/2021, the Institutional Development Plan (PDI 2025–2031), the Unit Development Plans (PDU 2023–2024 and 2026–2027), the 2024 Management Report, calls for proposals related to accessibility, and the Accessibility and Inclusion Sector Handbook. Data analysis was carried out through interpretative reading and thematic categorization, focusing on the relationship between normative provisions, planning instruments, operational mechanisms, and organizational structure. The findings indicate that UFSB has a consistent normative foundation and operational instruments in place; however, gaps remain regarding the organizational consolidation of the Accessibility and Inclusion Center, as provided for in the institutional policy itself. This study contributes by highlighting the importance of organizational arrangements for the effective implementation of public policies in higher education, offering support for strengthening accessibility policy at the university.