Ocupação e empregabilidade de pessoas com deficiência: estudo exploratório com egressos do ensino superior

Abstract

The labor market inclusion of people with disabilities remains limited by barriers of prejudice, discrimination, and social inequality. In the pursuit of better conditions and opportunities, whether in terms of salary or professional advancement, completing a higher education course is a fundamental element in the transition to the professional market. With the aim of identifying professional integration following graduation, this study analyzed, among graduates of Brazilian higher education institutions, both public and private, in-person and distance learning, the contribution of their academic trajectory to their entry into the job market. This was a descriptive-exploratory, observational study conducted using an electronic questionnaire administered via Google Forms to graduates with disabilities who completed their undergraduate studies by July 2024. The sample consisted of 75 participants, with a mean age of 35.05 years, predominantly graduates with physical disabilities (28.0%), from public institutions (81.0%), female (57.3%), white (52.0%), and from the Southeast region (42.7%). Data analysis revealed that 54.7% of participants had entered the job market, with 15 graduates entering the workforce for the first time after graduation. The study also identified changes in employment status among those who were already working and remained employed after graduation, coherence between education and occupation in 42.7% of cases, and a significant increase in monthly income. The results suggest that higher education is arelevant factor for the integration of people with disabilities into the job market. However, while crucial, it does not guarantee full inclusion, and it is necessary to strengthen public policies, raise awareness among companies, and educate society to ensure equitable and lasting opportunities.