Inclusão na educação superior: um estudo sobre a política de reserva de vagas para estudantes com deficiência na UTFPR - campus Pato Branco

Abstract

The research reported in this master's dissertation was developed with the general objective of analyzing the implementation and developments of Law Number 13,409/2016 at the Pato Branco campus of the Federal University of Technology – Paraná, considering the principles of inclusion. The methodology used was a case study with a qualitative approach. Data collection consisted of interviews with included students and institutional managers, as well as bibliographic and documentary research on the legal framework related to the inclusion of students with disabilities in higher education. We carried out content analysis, guided by the following analytical categories: Access to higher education; Student retention; Accessibility and academic inclusion; Students' experiences; Challenges, possibilities, and proposals. The results indicate that the implementation of Law No. 13,409/2016 at the Pato Branco campus of the Federal University of Technology – Paraná represents a significant advance in access to higher education for students with disabilities, highlighting the expansion of admission opportunities through quota policies. However, the data reveal that access, although expanded, does not by itself guarantee effective conditions for retention and academic success. Regarding student retention, we observed that there are still institutional gaps in continuous student support, especially in pedagogical follow-up and the systematic provision of accessibility resources. Accessibility, in turn, shows specific advances, especially in physical adaptations and the work of professionals such as Brazilian Sign Language (Libras) interpreters, but still faces challenges in the attitudinal sphere and in the training of faculty for inclusive practices. The experiences reported by students reveal both achievements and difficulties, highlighting the importance of institutional support and the persistence of barriers that impact their academic trajectory. Among the main challenges identified are the insufficiency of articulated institutional policies, the need for greater awareness within the academic community, and the expansion of investments in human and technological resources. Given this scenario, the research points to promoting training actions focused on inclusion and strengthening an institutional culture committed to equity as possible paths forward. As a proposal, it highlights the need to understand inclusion not only as legal compliance but also as an ethical and political commitment capable of transforming practices and ensuring the full exercise of the right to education for everyone.