Acessibilidade e inclusão para estudantes do Instituto de ciências exatas da UFJF: compromisso com os Direitos Humanos

Abstract

Inclusion, as a fundamental right, is defended internationally, nationally, and institutionally through legal frameworks and must be understood as a materialization of the idea of dignity and human rights. However, despite these ethical and formal commitments, everyday university practice still seems to present barriers, often invisible, that impact the routine of Persons with Disabilities (PwD). In this context, this dissertation focuses on how the Federal University of Juiz de Fora (UFJF) organizes the flow of information related to students with disabilities and how this flow influences the realization of accessibility and inclusion at the Institute of Exact Sciences (ICE). This research aimed to understand how communication between the sectors responsible for supporting students with disabilities and the ICE is organized, and how it influences the practices of inclusion and support for these students. A qualitative approach was adopted, combining documentary analysis of institutional reports, plans, and programs; the application of questionnaires to students and faculty members of the ICE; the conduct of discussion groups with PwD students; and semi-structured interviews with managers from the ICE, the Academic Records Coordination (CDARA), the Inclusion Support Center (NAI), and the Institutional Image Directorate, with data triangulation. The results showed that the flow of information about PwD students at UFJF, especially at the ICE, presents successive ruptures, characterized by delayed communication, fragmentation between sectors, and excessive dependence on the individual initiative of the student for their needs to be recognized. The analysis revealed that such failures do not result from the absence of regulations or from the lack of commitment of the agents involved, but from institutional arrangements that do not guarantee continuity, record-keeping, and shared responsibility. As a product of the research, an Educational Action Plan (EAP) was developed, aimed at reorganizing the informational flow, redistributing responsibilities among sectors, and consolidating accessibility as an institutional practice, guided by the principle of dignity and the parity of participation of PwD students in academic life.