ACCESS AND RETENTION: THE ROLE OF AFFIRMATIVE POLICIES IN HIGHER EDUCATION FOR PEOPLE WITH DISABILITIES

Abstract

This study aims to analyze the challenges faced by people with disabilities in accessing and remaining in Brazilian higher education, in light of the current affirmative and inclusive policies. The hypothesis is that, although there have been significant normative advances, such as those promoted by the United Nations 2030 Agenda and Sustainable Development Goal 4 (SDG 4), their practical implementation remains limited by social, cultural, and institutional barriers, reflecting structural ableism. The justification for the research lies in the persistent educational exclusion experienced by this group, despite the existence of a legal framework that recognizes the right to inclusive and equitable education. The adopted methodology is hypothetical-deductive, with a qualitative and quantitative approach, based on bibliographic, documentary, and exploratory research. Data from official sources such as the Ministry of Education, INEP, and international organizations are used, along with legislation and academic literature. The structure of the work is divided into three main axes: the first addresses the historical and social construction of disability in Brazil; the second analyzes the legislation and affirmative policies aimed at educational inclusion; and the third discusses the practical obstacles still present in the implementation of inclusion in higher education, proposing strategies that promote equity. The study seeks to contribute to the strengthening of public policies that ensure not only access but also the dignified and effective permanence of people with disabilities in higher education.