Políticas públicas de acessibilidade e inclusão de pessoas com deficiência: um estudo de caso no centro de estudos superiores de tabatinga-Am/UEA

Abstract

Accessibility and the inclusion of people with disabilities are fundamental rights guaranteed by Brazilian legislation and are essential elements for promoting equity in higher education. Given the geographic, social, and logistical particularities of the Alto Solimões region, it is important to investigate how public policies regarding accessibility and inclusion are implemented in higher education institutions located in the Amazon—particularly in border areas, where implementation challenges can be even more complex. In this context, this study aimed to analyze the implementation of public policies for accessibility and inclusion at the Center for Higher Studies of Tabatinga (CESTB/UEA), identifying progress made, challenges faced, and the impact on guaranteeing the rights of people with disabilities. The research was qualitative, descriptive, and exploratory in nature, utilizing both literature reviews and fieldwork. Participants included four students with disabilities, three students without disabilities, and a representative of the institution's administration. Data were collected via semi-structured questionnaires and analyzed in light of specialized literature on educational inclusion. The results showed that the institution has initiatives aimed at promoting accessibility, particularly through the Center for the Inclusion of People with Special Needs (NIPNE). This center carries out activities such as providing pedagogical support for students with disabilities, listening to and addressing their needs, and raising awareness within the academic community to foster inclusion. However, the institution still faces challenges related to communication, pedagogical, architectural, and attitudinal barriers. Among the findings, communication difficulties stood out as the primary obstacle faced by students with disabilities. The study concludes that while CESTB/UEA has made progress in the inclusion process, it needs to strengthen institutional actions capable of ensuring more effective conditions for access, retention, and academic participation.