Matrículas de alunos com deficiência em duas universidades federais com formação inicial na área da Educação Especial

Abstract

Several barriers are encountered when we talk about the education of people with disabilities, especially with regard to higher education. Higher Education Institutions (HEIs) have a character focused on efficiency and production, hindering access and, mainly, the permanence and success of this public. Due to the difficulties, the performance of professionals prepared to mediate the education and interactions of these students becomes relevant and, in this regard, two universities gain notoriety: the Federal University of Santa Maria (UFSM); and the Federal University of São Carlos (UFSCar), both pioneers in the formation of professionals in the field of Special Education. Given this, it becomes relevant to have access to data on the enrollment of people with disabilities in these universities. Thus, the present work has the general objective of analyzing the admission of people with disabilities to the Federal University of Santa Maria and the Federal University of São Carlos, based on data from the 2019 Census of Higher Education, a delimited year since it was the only data available on the website of the National Institute of Educational Studies and Research Anísio Teixeira (INEP) at the time of collection. It was also sought to draw a profile of these students according to race, sex and form of admission. This is a qualitative, exploratory and documentary study. As a result, the low number of people with disabilities in both universities was visualized, as well as the inequality in the enrollment of this public in relation to race and sex. The most recurrent profile was obtained, in the first university, people with physical disabilities and, in the second, people with hearing impairment, in both cases white, male and entering through the National High School Exam (ENEM). It was concluded that the fact that these universities are a reference in the training of professionals in the area of ​​special education, has no influence on the enrollment number of people with disabilities in both.