School Dropout in High School

Abstract

This paper analyzes the experiences and possibilities of promoting educational accessibility at the Federal University of Santa Catarina (UFSC), based on the actions developed by units such as the Application College, the Child Development Center (NDI), the University Library (BU) and the Permanent Commission for Educational Accessibility (CAE). The research problem is based on the inquiry about 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 involve identifying implemented actions, understanding the legal and theoretical foundations, and reflecting on the challenges faced. The methodology adopted is qualitative in nature, with bibliographic review and documentary analysis of legislation, scientific publications and institutional documents. The theoretical framework is based on authors such as Freire (1996), who highlights the ethical commitment of teaching to the transformation of reality; Candau (2008), who defends education in human rights; Mantoan (2003), who questions the exclusionary logics of the traditional school; Sassaki (2003), who proposes a broad view of accessibility. As a result, it is observed that UFSC presents relevant advances in terms of institutional policies and pedagogical actions, but still faces challenges such as attitudinal resistance, the scarcity of human resources and the need for continuous curricular adaptations. The university is thus in the process of consolidating an inclusive institutional culture, with concrete possibilities for expanding and strengthening its accessible practices.