Research Article | | Peer-Reviewed

Assessment of Inclusive Institutional Policies in a Brazilian University

Received: 27 September 2023     Accepted: 23 October 2023     Published: 9 November 2023
Views:       Downloads:
Abstract

The production of affirmative action policies aimed at reducing the inequalities in participation of different, more vulnerable groups in accessing university education is already a widely disseminated reality in Brazil. These policies encompass Black, mixed-race, Indigenous, and people with disabilities. Engaging in a discussion on this topic involves recognizing institutional strategies aimed at improving the quality of education with an intersectional and inclusive perspective within the university. With that in mind, the study sought to identify how the academic community (students, staff, and professors) assesses inclusive institutional policies at a Brazilian public university. The data collection was carried out through the application of the Higher Education Inclusion Index (INES) to establish parameters for characterizing the presence and/or absence of these policies within the university. Additionally, a database of normative/institutional documents was organized to contribute to a broader understanding of the responses obtained in the study. The results highlighted that the university has not been considered an accessible and inclusive place for everyone, according to the perceptions of those who are part of it. On one hand, they point to the absence of inclusive institutional norms despite the documents found in the study, but on the other hand, these findings indicate the need for community involvement in their development, in order for it to be a promising path towards the intended direction. In conclusion, it is evident that INES has been considered a tool for institutional evaluation situated within the theoretical-conceptual movement for social transformation, advocating for a more democratic and inclusive university.

Published in Education Journal (Volume 12, Issue 6)
DOI 10.11648/j.edu.20231206.11
Page(s) 249-257
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Higher Education, Affirmative Actions, Assessment, Traffic Light System

References
[1] Law No. 12,711 of August 29, 2012 (2012). Provides for admission to federal universities and federal institutions of technical education at the secondary level, and other provisions. Official Gazette of the Union; Executive Branch, Brasília, DF, August 30, 2012. Retrieved from: http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2012/lei/l12711.htm
[2] Law No. 13,409 of December 28, 2016 (2016). Amends Law No. 12,711 of August 29, 2012, to provide for the reservation of seats for people with disabilities in technical secondary and higher education courses at federal educational institutions. Official Gazzette of the Union; Executive Branch, Brasília, DF, August 30, 2016. Retrieved from: http://www.planalto.gov.br/ccivil_03/_ato2015-2018/2016/lei/l13409.htm
[3] Rosa, Claudio Adão da, (2022). Reflexões sobre a interseccionalidade de deficiência e raça para a organização de ações inclusivas nos Institutos Federais. [Reflections on the Intersectionality of Disability and Race for the Organization of Inclusive Actions in Federal Institutes]. Academic Journal of Studies in Society, Sciences and Technologies – Geplat Papers, vol. 3, nº1, p. 1-10. Recuperado de: http://geplat.com/papers/index.php/home
[4] Law No. 13,146, of July 6, 2015 (2015). Establishes the Brazilian Law on Inclusion of Persons with Disabilities (Statute of Persons with Disabilities). Official Gazette; Executive Branch, Brasília, DF, July 7, 2015. Retrieved from: http://www.planalto.gov.br/ccivil_03/_Ato2015-2018/2015/Lei/L13146.htm
[5] Ministry of Education. National Institute for Educational Studies and Research Anísio Teixeira (INEP) (2023). Higher Education Census - Statistical Synopsis of Higher Education. Brasília: National Institute for Educational Studies and Research Anísio Teixeira. Retrieved from: https://www.gov.br/inep/pt-br/areas-de-atuacao/pesquisas-estatisticas-e-indicadores/censo-da-educacao-superior
[6] Law No. 10,861, April 14, 2004 (2004). Establishes the National System of Higher Education Evaluation - SINAES and provides other measures. Official Gazette; Executive Branch, Brasília, DF, Apr 15, 2004. Retrieved from: http://www.planalto.gov.br/ccivil_03/_ato2004-2006/2004/lei/l10.861.htm
[7] Ramos, Leni Rodrigues. (2021). A interseccionalidade na educação inclusiva: marcadores sociais da diferença. [Interseccionalidade in Inclusive Education: Social Markers of Difference]. Artigo Científico apresentado ao curso de Pós-Graduação Lato Sensu em Diversidade e Gênero na Educação da Universidade Federal da Integração Latino-Americana - UNILA, como requisito parcial a obtenção do título de especialista, 22p. Recuperado de: https://dspace.unila.edu.br/handle/123456789/6131;jsessionid=CB8FDB63990D3943C28932DBC10B80E1
[8] Angel, Fernando Augusto Montejo and Perez, Lina María Medina (2020). Resultados de la aplicación del índice de inclusión para la educación superior. Ministerio de Educación, Bogotá p. 1-16 [Results of the application of the inclusion index for higher education. Ministry of Education, Bogotá. p. 1-16].
[9] Ciantelli, Ana Paula Camilo; Pagni, Pedro Angelo; Amorim, Letícia Mercês de; Martins, Sandra Eli Sartoreto de Oliveira. (2021). O olhar de uma comunidade universitária sobre a acessibilidade: da dispersão aos limiares de seus marcadores convencionais. [The Perspective of a University Community on Accessibility: From Dispersion to the Thresholds of its Conventional Markers]. Revista Pasajes, nº12, p. 1-29.
[10] Goyeneche, Diana Carolina Rangel and Ruiz, Luz Karime Coronel. (2021) El concepto de inclusión em la educación superior: implementación de la iniciativa INES en las universidades colombianas. Voces y Silencios: Revista Latinoamericana de Educación, vol. 12, nº1, p. 130-163. [The concept of inclusion in higher education: implementation of the INES initiative in Colombian universities]. Voces y Silencios: Revista Latinoamericana de Educación, vol. 12, nº1, p. 130-163.
[11] Marquez, Carmen; Sandoval, Marta; Sanchez, Sergio; Símon, Cecilia; Morinã, Anabel; Morgado, Beatriz Morgado; Moreno-Medina, Irene; García, José Antonio; Díaz-Gandasegui, Vicente; Begoña; San Miguel, Elizal de. (2021). Evaluación de la inclusión em educación superior mediante indicadores [Evaluation of inclusion in higher education through indicator ]. Revista ibero-americana sobre calidad, eficácia y cambio em educación, vol. 19, nº3, p. 33-51.
[12] Escandon, Nancy Yaneth Portela and Enciso, Leslly Paola Alvarez (2023). Evaluation of educational inclusion of students with disabilities in a higher education institution. Revista tecnológica ciência y educación, vol. 6, nº 1, p. 67-82.
[13] Ministerio de Educación Nacional (2017) Índice de inclusión para educación superior (INES), Bogotá, 2017, 158p.
[14] Louzada, Juliana Cavalcante de Andrade Louzada and Martins, Sandra Eli Sartoreto de Oliveira (2022). Instrumento para avaliação de práticas, culturas e políticas inclusivas em contextos universitários. [Tool for evaluating inclusive practices, cultures, and policies in university contexts ]. RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, vol. 17, nº 1, p. 0229-0245.
[15] Santos, Pamella Naiana Dias dos. (2016) Tradução e adaptação transcultural do instrumento wound wuality of life. (Dissertação de Mestrado), [A cross-cultural translation and adaptation of the Wound Quality of Life instrument]. (Master's Dissertation) Universidade Federal do Paraná – UFP, Curitiba, PR, Brasil.
[16] National Policy on Special Education in the Perspective of Inclusive Education (2008). Document prepared by the Working Group appointed by Ordinance No. 555/2007, extended by Ordinance No. 948/2007, submitted to the Minister of Education on January 7, 2008.
[17] Ministry of Education (2013) Accessibility guidelines in higher education and on-site evaluation of the National Higher Education Evaluation System (SINAES), 2013. Retrieved from: https://www.puc-campinas.edu.br/wp-content/uploads/2016/04/proavi-referenciais-de-acessibilidade-parte-i.pdf
[18] Martins, Sandra Eli Sartoreto de Oliveira and Louzada, Juliana Cavalcante de Andrade (2022). Política de identificação de estudantes em situação de deficiência em uma universidade pública brasileira. Educação e Filosofia, vol. 36, nº76, p. 65-96.
[19] Louzada, Juliana Cavalcante de Andrade (2022). O INES-Brasil e os indicadores de culturas, políticas e práticas inclusivas em uma universidade brasileira (Tese de Doutorado), Universidade Estadual Paulista, Marília, SP, Brasil. Recuperado de: https://repositorio.unesp.br/handle/11449/235755
[20] Martins, Sandra Eli Sartoreto de Oliveira; Leite, Lucia Pereira; Silva, Kele Castro; Hashimoto, Marcelo (2014). Formulário de Identificação de Estudantes com Deficiência, Transtornos e Altas Habilidades. [Form for the Identification of Students with Disabilities, Disorders, and High Abilities]. Seção de Graduação. Faculdade de Ciências/Unesp -Obeduc/CAPES (documento interno).
[21] Ministry of Education (2019). National Institute for Educational Studies and Research Anísio Teixeira (INEP). Higher Education Census - Statistical Synopsis of Higher Education. Brasília: National Institute for Educational Studies and Research Anísio Teixeira. Retrieved from: https://www.gov.br/inep/pt-br/areas-de-atuacao/pesquisas-estatisticas-e-indicadores/censo-da-educacao-superior/resultados
[22] Statistical Yearbook (2020). São Paulo State University "Júlio de Mesquita Filho" - vol. 1 (2001) - São Paulo: Unesp, APE, 2001 - Year covered by the yearbook: 2019. Retrieved from: https://ape.unesp.br/anuario/pdf/Anuario_2020.pdf
[23] Statistical Yearbook (2021). São Paulo State University "Júlio de Mesquita Filho" - vol. 1 (2001) - São Paulo: Unesp, APE, 2001 - Year covered by the yearbook: 2020. Retrieved from: https://ape.unesp.br/anuario/pdf/Anuario_2021.pdf
[24] Freitag, Raquel Meister Ko. (2018). Amostras sociolinguísticas: probabilísticas ou por conveniência? [Sociolinguistic samples: probabilistic or convenience? ] Revista de Estudos da Linguagem, vol. 26, nº2, p. 667-686.
[25] Martins, Bárbara Amaral; Chacon, Miguel Claudio Moriel. (2020). Validação da escala de eficácia docente para práticas inclusivas. [Teacher efficacy for inclusive practices (TEIP) validation scale]. Revista Brasileira de Educação Especial, vol. 25, nº1, p. 1-16.
[26] Ministry of National Education (2017). Saldarriaga Concha Foundation. Final Report and Application Results. Document prepared within the framework of agreement 860 between the Ministry of National Education and the Saldarriaga Concha Foundation, 54p
[27] Gonçalves, Kelry Alvez and Soares, Jackeline Império. (2012). A avaliação e o currículo no ensino superior: pensando a formação e a prática docente. [The evaluation and curriculum in higher education: reflecting on teacher training and practice]. Polyphonia, vol. 23, nº1, p. 57-70.
[28] Institutional Development Plan - PDI, 2009-2018 - Adjustments (2016). Retrieved from: https://drive.google.com/file/d/1262CYLdPpoDwQLegwFURgXS6-npCLduK/view
[29] UNESP Resolution No. 48, November 10, 2010 (2010). Regulates the processing of proposals for agreements, protocols, or cooperation agreements, as well as amendments, annexes, and extension terms of these agreements to be entered into by the University. Retrieved from: https://www.caunesp.unesp.br/Home/sobreocaunesp/convenios-acordos-de-cooperacao-e-ajustes-procedimentos-tramitacao-e-fluxograma.pdf
[30] UNESP Ordinance No. 69, February 12, 2020 (2020). Establishes the General Guidelines of the Accessibility and Inclusion Policy at São Paulo State University "Júlio de Mesquita Filho" - UNESP. Retrieved from: https://www.ibilce.unesp.br/Home/Comissoes671/portarias-69-2020.pdf
[31] UNESP Resolution No. 52, September 3, 2020 (2020). Deals with the evaluation of courses by students and faculty members and establishes rules for its implementation. Retrieved from: https://ib.rc.unesp.br/Home/Instituicao/DivisaoTecnicaAcademica/SecaodeGraduacao/avaliacao-de-disciplinas-por-estudantes---resolucao-52-2020.pdf
[32] Local Accessibility and Inclusion Commission - CLAI (2018). Retrieved from: https://www.marilia.unesp.br/#!/instituicao/administracao/comissoes-assessoras/comissao-de-acessibilidade/
[33] Accessibility, Diversity, and Inclusion Research Network, REPADI (2021). Retrieved from: https://www.acessibilidade.unesp.br//
[34] Office of Affirmative Actions, Diversity, and Equity, CAADI (2022). Retrieved from: https://www2.unesp.br/portal#!/caadi
[35] Ball, Stephen J. (1994). Education reform: a critical and post-structural approach. Buckingham: Open University Press.
[36] Moreira, Gláucia de Oliveira; Ferraresi, Flávio Henriqu; Carvalho, Emanuel; Amaral, Eliana. (2023). Inclusão social e ações afirmativas no ensino superior no Brasil: para quê? [Social Inclusion and Affirmative Actions in Higher Education in Brazil: For What Purpose?] Revista Ensino Superior Unicamp, n.p. Recuperado de: https://www.revistaensinosuperior.gr.unicamp.br/artigos/inclusao-social-e-acoes-afirmativas-no-ensino-superior-no-brasil-para-queij
[37] UNESP 2023. Regular Meeting of the Council for Teaching, Research, and Extension, on June 13, 2023. Retrieved from: https://www.youtube.com/watch?v=kEzUmBp-b_g
Cite This Article
  • APA Style

    Louzada, J. C. D. A., Martins, S. E. S. D. O. (2023). Assessment of Inclusive Institutional Policies in a Brazilian University. Education Journal, 12(6), 249-257. https://doi.org/10.11648/j.edu.20231206.11

    Copy | Download

    ACS Style

    Louzada, J. C. D. A.; Martins, S. E. S. D. O. Assessment of Inclusive Institutional Policies in a Brazilian University. Educ. J. 2023, 12(6), 249-257. doi: 10.11648/j.edu.20231206.11

    Copy | Download

    AMA Style

    Louzada JCDA, Martins SESDO. Assessment of Inclusive Institutional Policies in a Brazilian University. Educ J. 2023;12(6):249-257. doi: 10.11648/j.edu.20231206.11

    Copy | Download

  • @article{10.11648/j.edu.20231206.11,
      author = {Juliana Cavalcante de Andrade Louzada and Sandra Eli Sartoreto de Oliveira Martins},
      title = {Assessment of Inclusive Institutional Policies in a Brazilian University},
      journal = {Education Journal},
      volume = {12},
      number = {6},
      pages = {249-257},
      doi = {10.11648/j.edu.20231206.11},
      url = {https://doi.org/10.11648/j.edu.20231206.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231206.11},
      abstract = {The production of affirmative action policies aimed at reducing the inequalities in participation of different, more vulnerable groups in accessing university education is already a widely disseminated reality in Brazil. These policies encompass Black, mixed-race, Indigenous, and people with disabilities. Engaging in a discussion on this topic involves recognizing institutional strategies aimed at improving the quality of education with an intersectional and inclusive perspective within the university. With that in mind, the study sought to identify how the academic community (students, staff, and professors) assesses inclusive institutional policies at a Brazilian public university. The data collection was carried out through the application of the Higher Education Inclusion Index (INES) to establish parameters for characterizing the presence and/or absence of these policies within the university. Additionally, a database of normative/institutional documents was organized to contribute to a broader understanding of the responses obtained in the study. The results highlighted that the university has not been considered an accessible and inclusive place for everyone, according to the perceptions of those who are part of it. On one hand, they point to the absence of inclusive institutional norms despite the documents found in the study, but on the other hand, these findings indicate the need for community involvement in their development, in order for it to be a promising path towards the intended direction. In conclusion, it is evident that INES has been considered a tool for institutional evaluation situated within the theoretical-conceptual movement for social transformation, advocating for a more democratic and inclusive university.
    },
     year = {2023}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Assessment of Inclusive Institutional Policies in a Brazilian University
    AU  - Juliana Cavalcante de Andrade Louzada
    AU  - Sandra Eli Sartoreto de Oliveira Martins
    Y1  - 2023/11/09
    PY  - 2023
    N1  - https://doi.org/10.11648/j.edu.20231206.11
    DO  - 10.11648/j.edu.20231206.11
    T2  - Education Journal
    JF  - Education Journal
    JO  - Education Journal
    SP  - 249
    EP  - 257
    PB  - Science Publishing Group
    SN  - 2327-2619
    UR  - https://doi.org/10.11648/j.edu.20231206.11
    AB  - The production of affirmative action policies aimed at reducing the inequalities in participation of different, more vulnerable groups in accessing university education is already a widely disseminated reality in Brazil. These policies encompass Black, mixed-race, Indigenous, and people with disabilities. Engaging in a discussion on this topic involves recognizing institutional strategies aimed at improving the quality of education with an intersectional and inclusive perspective within the university. With that in mind, the study sought to identify how the academic community (students, staff, and professors) assesses inclusive institutional policies at a Brazilian public university. The data collection was carried out through the application of the Higher Education Inclusion Index (INES) to establish parameters for characterizing the presence and/or absence of these policies within the university. Additionally, a database of normative/institutional documents was organized to contribute to a broader understanding of the responses obtained in the study. The results highlighted that the university has not been considered an accessible and inclusive place for everyone, according to the perceptions of those who are part of it. On one hand, they point to the absence of inclusive institutional norms despite the documents found in the study, but on the other hand, these findings indicate the need for community involvement in their development, in order for it to be a promising path towards the intended direction. In conclusion, it is evident that INES has been considered a tool for institutional evaluation situated within the theoretical-conceptual movement for social transformation, advocating for a more democratic and inclusive university.
    
    VL  - 12
    IS  - 6
    ER  - 

    Copy | Download

Author Information
  • Department of Education and Human Development, School of Philosophy and Sciences, São Paulo State University, Marília, Brazil

  • Department of Education and Human Development, School of Philosophy and Sciences, São Paulo State University, Marília, Brazil

  • Sections