As políticas de acesso e permanência para pessoas com necessidades educativas especiais no ensino superior: um estudo de revisão sistemática

Abstract

Between 2000 and 2022, higher education institutions in Brazil recorded a significant increase in the number of students with special needs. In this context, efforts have been made to establish various regulations, standards and resolutions with the aim of providing guidelines and provisions for special education and accessibility. This highlights the attempt to consolidate a pedagogy that values diversity and otherness. This study is part of the Postgraduate Program in Psychology at the Faculty of Education of the Federal University of Goiás, in the line of research Psychosocial and Educational Processes. In this context, the aim of this research is to carry out a literature review to identify, from scientific articles, the perceptions of students with special educational needs in relation to policies for access and permanence in Higher Education. The systematic review was used as a tool to examine and synthesize the discussions present in scientific production on the subject. In this way, through systematic bibliographical research, we seek to consider the students' own perceptions of the inclusion process, taking into account their situation and the challenges that this process entails. The aim of this study is to contribute to the development of a possible database on the research topic. The central tool for carrying out the systematic review proposed in this study was the program StArt (State of the Art through Systematic Review), developed by the Software Engineering Research Laboratory (LAPES) at the Federal University of São Carlos (UFSCar). The search resulted in a total of 97 productions. After applying the inclusion and exclusion criteria, 11 articles were selected, while another 80 were discarded. Finally, the results show that, although policies are needed to advance debates on special and inclusive education in higher education, students' perceptions are incipient in higher education. The perceptions of students are incipient to assist and build this database, whether in the literature or in the immersion of national and global public policies