Estudantes com deficiência na UFGD: estudo sobre a reserva de vagas e o perfil discente (2024-2025)

Abstract

This master’s dissertation, linked to the Education and Diversity research line at the Federal University of Grande Dourados, addresses the inclusion of students with disabilities in Higher Education, focusing on the relationship between the provision of reserved admission slots and the effective enrollment of this group at UFGD. The investigation was guided by the following research question: what is the relationship between the number of reserved admission slots in the University Entrance Examination Selection Processes and the effective enrollment of students with disabilities at UFGD in 2024 and 2025, and how are these students distributed across courses and types of disability? The objective was to map and analyze this relationship, identifying the profile and distribution of the students enrolled during the two-year period. The research adopted a qualitative-quantitative, descriptive approach, based on documentary analysis of public notices, institutional records, and enrollment data. The methodological procedures involved three interrelated studies: an integrative review of national scientific production on students with disabilities in Higher Education, carried out in databases such as SciELO and the CAPES Periodicals Portal; an analysis of the public notices of UFGD’s University Entrance Examination Selection Processes for 2024 and 2025; and the systematization of institutional data related to enrollments, considering course, type of disability, and admission modality. The data were organized, checked, and cross-referenced, using descriptive statistics to analyze the provision of admission slots, the occupation of reserved places, and the distribution of students. The results indicated an increase in the total number of on-campus admission slots between 2024 and 2025, but a reduction in the slots specifically reserved for persons with disabilities, due to the reorganization of reservation modalities. It was found that the formal existence of reserved admission slots does not ensure their proportional occupation, with demand and enrollment concentrated in courses such as Medicine, Psychology, and Law. The mapping of enrollments revealed a predominance of students with Autism Spectrum Disorder (ASD) among UFGD’s categorized records, with a percentage higher than that observed in the national context, as well as lower representation of some categories, such as intellectual disability, multiple disabilities, and monocular vision. Limitations were also identified in the organization and updating of institutional data, especially due to the presence of records classified as “not reported.” It is concluded that, although UFGD is aligned with national regulations on reserved admission slots, the effective implementation of inclusion requires improvements in information systems, monitoring of academic trajectories, and strengthening of actions aimed at the admission, retention, and qualified participation of these students.