INCLUSIVE AND DIVERSIFIED EDUCATION IN HIGHER EDUCATION

Abstract

Education is a crucial tool for the unfolding of social, cultural, and economic aspects, being responsible for the inclusion of marginalized groups. Therefore, this article aims to analyze the importance of public policies for inclusion and diversity in Higher Education to guarantee access, retention, and academic success for students. The research is based on a qualitative approach, with a descriptive character, developed through bibliographic research with theorists and legislation between the years 2017 and 2026, using the content analysis technique. It is grounded in the Brazilian Inclusion Law (LBI, Law No. 13.146), which ensures the rights of people with disabilities, and in the contributions of Dermeval Saviani on Historical-Critical Pedagogy, which expands inclusion beyond physical disabilities, defending universal access for the working class to erudite knowledge and combating exclusion from knowledge. The results indicate that programs for democratizing access directly contribute to reducing historical inequalities. However, it is evident that students still face numerous challenges, such as socioeconomic and physical barriers, prejudice, racism, and discrimination. It is concluded that academic success and the mitigation of university dropout rates depend directly on a solid articulation between admission and student retention policies.