Inserção e permanência do/a estudante com deficiência na educação: uma perspectiva autobiográfica escola e universidade

Abstract

This Course Completion Work has as its objective, to reflect on the insertion and permanence of the person with disability in Higher Education: from the report of my student trajectory, as a person with physical disability. The research is characterized as qualitative, of autobiographical approach, it was carried out from my own narratives. The research was based on authors such as Souza, et. al. (2012), Booth, Ainscow, 2021,), Neto, et. al. (2017), Sassaki, (1999), Mantoan (2023), Costa and Pellizzari, (2020), Legentil (2025), Costa et. al. (2016), Aranha (2001), Freire (1996), besides the legal bases such as the LDB of (1996), LBI (2015) and the Federal Constitution of (1988). Throughout the work it was presented the difficulties, achievements and overcoming of my trajectory since childhood in the condition of a child with physical disability and the absence of the classroom, to the entry in a formal education institution, until the conclusion of higher education, related to the physical, pedagogical, attitudinal barriers and the veiled ableism, making permanence in institutional spaces difficult. It is also discussed, the importance of public policies of inclusion and the responsibility of basic education and university in guaranteeing the right to education for all. It is concluded, that the access to higher education represents a significant achievement for my academic journey, however, marked by a process full of challenges, and that there needs to be numerous transformations, mainly in what refers to more effective effective public policies.