Da inclusão a conclusão: uma análise quantitativa da situação acadêmica de estudantes com deficiência na UFPel

Abstract

Public policies of inclusion have taken a big leap in the last two decades, one of the objectives of these policies touches both education and professional training of the PwD public. In this sense, the role of the University and higher education has a dual role in the construction of an inclusive society. Based on Bourdieusian assumptions about education, which point out the difficulties faced by marginalized populations within a schooling that neglects individual differences, a quantitative research was built here that brings data regarding PwD students at the Federal University of Pelotas from 2010 to 2020. With the data obtained, an analysis was carried out regarding the achievement of the diploma of these students, since the rates of completion of the course of the public with disabilities at UFPel are significantly lower than the rates of students without disabilities. With this, it was possible to quantify, in indexes, the results presented to identify by the public PwD of the IES, among several factors, it was identified that the inclusion policies in Higher Education presented very positive results, with regard to admission to UFPel. It was also possible to verify that students with hearing impairment had a significantly higher rate of completion of the course than that of other disabilities. In addition, the data showed that UFPel PwD students are about 56% less likely to complete graduation than non-disabled students. Such facts, among many others, raise a series of practical questions that have been pointed out here.