PERCEPTIONS OF STUDENTS WITH DISABILITIES REGARDING ENTRANCE TO HIGHER EDUCATION AT A PUBLIC UNIVERSITY IN THE AMAZON REGION

Abstract

This article sought to understand the perceptions of students admitted under the quota for people with disabilities (PwD) regarding the processes of admission to and retention at a public university in the Amazon region. This is a qualitative, descriptive, and exploratory study conducted with four students enrolled in health-related programs at the State University of Pará (UEPA), who were admitted through the quota policy. Data were collected through individual interviews and analyzed using Bardin’s content analysis method, with the AnaQuali tool used to organize the thematic categories. The results revealed weaknesses in the admission process related to insufficient information in the call for applications, tight deadlines, administrative disorganization, and institutional barriers. On the other hand, the participants highlighted the respectful reception they received from the admissions committee, although they pointed out the need for greater specialized support, pedagogical adaptations, wider dissemination of quota policies, and faculty training. It can be concluded that, although affirmative action measures expand access to higher education, the realization of inclusion depends on strengthening institutional policies focused on accessibility, retention, academic support, and the promotion of equitable conditions for students with disabilities.