REVISÃO SISTEMÁTICA: INGRESSO E PERMANÊNCIA DE

ESTUDANTES COM DEFICIÊNCIA NAS INSTITUIÇÕES DE ENSINO

SUPERIOR
Katia Aparecida Firmino Duarte Silva
Mestranda em Educação pelo Programa de Pós-Graduação em Educação
UFCAT – Universidade Federal de Catalão.
Mara Cristina Tavares
Mestranda em Educação pelo Programa de Pós-Graduação em Educação
UFCAT – Universidade Federal de Catalão.
 INTRODUÇÃO
• Resumo do tema; O aumento significativo do ingresso de estudantes com deficiência no ensino
superior, impulsionado por políticas de inclusão, ressalta a importância vital de garantir não apenas o acesso,
mas também a permanência desses estudantes nas instituições de ensino superior. Esta revisão sistemática tem
como objetivo realizar uma análise abrangente da produção científica relacionada à inclusão, com foco no
acesso e na permanência de estudantes com deficiência no ensino superior, abrangendo tanto a realidade
brasileira quanto a de outros países. Identificamos e analisamos 06 artigos em língua portuguesa e 03 em língua
inglesa relacionados à temática do acesso e permanência de estudantes com deficiência no ensino superior. A
análise desses materiais revela que, embora o acesso ao ensino superior para pessoas com deficiência esteja
respaldado legalmente, é crucial garantir uma inclusão efetiva desses estudantes nas instituições, mesmo que
isso aconteça de forma lenta. Isso vai além do simples ingresso, demandando a disponibilidade de estruturas
físicas adequadas e recursos materiais acessíveis que assegurem não apenas a chegada, mas também a
permanência bem-sucedida do estudante com deficiência .
• Pergunta norteadora;

Como as políticas de inclusão no Ensino Superior, incluindo a legislação de cotas e outros programas de
acessibilidade, impactaram efetivamente o acesso, a permanência e a experiência educacional de estudantes
com deficiência no contexto brasileiro e internacional?

• Objetivo Geral

• Realizar uma análise ampla da produção científica relacionada à inclusão, com foco no acesso e na
permanência de estudantes com deficiência no ensino superior, abrangendo tanto a realidade brasileira
como a de outros países
 DESENVOLVIMENTO
 Revisão sistemática
 Foram usados os bancos de dados CAPES
Periódicos, Scientific Electronic Library Online
(SciELO) e o Google Acadêmico;
 A pesquisa teve como recorte temporal o período de
1999 a 2023;
 descritores: "acessibilidade and ensino superior" e
"pessoas com deficiência and ensino superior" A
busca por esses textos aconteceu entre os meses de
agosto e setembro de 2023. Esses descritores foram
pesquisados tanto na Língua Portuguesa quanto na
Língua Inglesa.
 Critérios de inclusão e
exclusão
Inclusão:
Somente artigo, corte temporal a partir de
1999, textos publicados em Língua
Portuguesa e Inglesa, e textos referente a
acessibilidade de pessoas com deficiência no
Ensino Superior
Exclusão:
Textos que não estivessem de acordo com a
temática;
Trabalhos que fossem memoriais,
monografia e relato de experiência, livros
ou capiítulos de livros, dissertações e teses.
Textos que não fizeram downloads ou com
links quebrados.
Dos 15 textos encontrados na Língua Portuguesa 06 foram selecionados para
analise;
Dos 58 textos encontrados na Língua Inglesa 03 foram selecionados para
analise;
Essa seleção foi realizada com base na relevância e pertinência dos
conteúdos abordados nos textos em relação ao tema da acessibilidade de
pessoas com deficiências no Ensino Superior, visando assegurar uma análise
aprofundada e significativa.
 CONCLUSÕES
● Avanços significativos, bem como desafios persistentes;
● Aumento notável no número de estudantes com deficiência
matriculados nas instituições de ensino superior;
● É crucial garantir que haja estruturas físicas acessíveis, apoio
pedagógico adequado e conscientização generalizada sobre a
importância da inclusão;
● Em alguns países, as políticas de inclusão podem ser mais
abrangentes e eficazes do que em outros;
 REFERÊNCIAS

Lopes, M. C. (2009). Políticas de inclusão e governamentalidade. Educação e Realidade, vol. 34, n. 02, pp. 153-
169. https://www.educa.fcc.org.br Acesso em 13 de setembro de 2023.

Martins, L. M. S. M., & Silva, L. G. S. (2016). Trajetória acadêmica de uma estudante com deficiência visual no
ensino superior. Revista Educação em Questão, 54(41), 251-274. Recuperado em 10 de fevereiro de 2017,
https://periodicos.ufrn.br/educacaoemquestao. Acesso em 16 de setembro de 2023.

Zaki, Nur Haziqah Muhamad; Ismail, Zurina. Towards Inclusive Education for Special Need Students in Higher
Education from the Perspective of Faculty Members: A Systematic Literature Review. Asian Journal of University
Education, v17 n4 p201-211 Oct 2021
OBRIGADA
 Our statistics

20% 10%
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Mercury Venus
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Saturn Neptune
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30% Mercury Mars 20%

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It’s the biggest It’s the second Saturn is a gas giant It’s the closest
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Jupiter Saturn
It’s the biggest Saturn is a gas giant
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Mercury Saturn Mars

Mercury is the closest Saturn is a gas giant Despite being red,
planet to the Sun and has rings Mars is a cold place

Jupiter Neptune
Jupiter is the biggest It’s the farthest planet
planet of them all from the Sun
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Gender Results

75% Venus
Venus is the second planet
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25% Mars
Age Despite being red, Mars is a 02
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20-35 25% Mercury

36-60 90%
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25% 75% 36 - 60 25%

Interest
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Mars
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Venus
Venus has a
beautiful name,
but it’s terribly hot
Location center
Mars
Mars is a cold
place, not hot

Jupiter
It’s the biggest
planet of them all

Saturn
Saturn has
several rings
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Mars
2011-2012 Mars is a cold place,
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Saturn
2015-2016 Saturn is composed
mostly of hydrogen

Venus
2018-2019 Venus has a
beautiful name
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Project Award Year

Mercury Name of the award 2016

Mars Name of the award 2018

Jupiter Name of the award 2020

Venus Name of the award 2021

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Jenna Doe John James

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