Estudantes com deficiência na pós-graduação: perfil e trajetória acadêmica em uma instituição pública de ensino superior

Abstract

In this article we analyze the processes of democratization of access and permanence in postgraduate courses for students with disabilities, considering the implementation of recent affirmative action policies. Some questions that guided the study were: what is the profile of students with disabilities who has enrolled in postgraduate courses? How has the trajectory of these students been in terms of permanence and completion of their courses? Guided by these questions, we carried out a study based on document analysis, in which we examined data from postgraduate students with disabilities at UFMG. The data analyzed includes the examination of the vacancies offered in courses, the reservation of vacancies, the admission, the profile of students, and also the academic trajectory of postgraduate students with disabilities.