A CPIA do Ceres e a inclusão de estudantes com necessidades específicas no contexto da política de inclusão e acessibilidade da UFRN

Abstract

The inclusion of students with disabilities or other specific needs in higher education is the result of struggles and debates triggered over many decades and intensified in the last years of the 20th century. Following this scope of discussion, this paper presents information on a study characterized as qualitative research, of the Case Study type, based on Brasil (1997), Brasil (2008), Chizzotti (2006), UFRN (2022), Freire (2019), among others. The research was developed through the Institutional Scientific Initiation Program - PIBIC/UFRN and was guided by the following objectives: to understand the historical process of organizing inclusive educational policies in higher education; to analyze how the Permanent Commission for Inclusion and Accessibility - CPIA of the Centro de Ensino Superior do Seridó - CERES is configured in the context of UFRN's Inclusion and Accessibility Policy and to identify the actions carried out by CPIA aimed at the inclusion of students with specific needs within the scope of CERES, in the year 2022.In order to achieve the objectives, bibliographical research and document analysis were carried out, the main one being the CERES CPIA Annual Report for 2022. The results show that the CERES CPIA has been playing an important role in the process of including students with specific needs at the center, in line with the university's current inclusion and accessibility policy. We would highlight its role in promoting dialog between teachers and students, as well as in proposition training and the exchange of experiences to build inclusive attitudes and practices