Educational accessibility as a human right and institutional challenge at the Federal University of Santa Catarina (UFSC)

Abstract

This study analyzes the experiences and possibilities for promoting educational accessibility at the Federal University of Santa Catarina (UFSC), based on actions developed by units such as the Laboratory School, the Child Development Center (NDI), the University Library (BU), and the Permanent Commission for Educational Accessibility (CAE). The research problem stems from the inquiry into the advances, challenges, and institutional perspectives in the field of inclusion of students with disabilities in higher education. The general objective is to analyze the accessibility strategies adopted by UFSC, while the specific objectives include identifying implemented actions, understanding legal and theoretical foundations, and reflecting on the challenges faced. The methodology adopted is qualitative in nature, with a bibliographic review and documentary analysis of legislation, scientific publications, and institutional documents. The theoretical framework is based on authors such as Freire (1996), who emphasizes the ethical commitment of teaching to transforming reality; Candau (2008), who advocates for education in human rights; Mantoan (2003), who questions the exclusionary logics of traditional schooling; and Sassaki (2003), who proposes a broad vision of accessibility. The results show that UFSC has made significant progress in terms of institutional policies and pedagogical actions, but still faces challenges such as attitudinal resistance, shortage of human resources, and the need for continuous curricular adaptations. The university is, therefore, in the process of consolidating an inclusive institutional culture, with concrete possibilities for expanding and strengthening its accessible practices.