Inclusão de pessoas com deficiência no ensino superior: um panorama Brasil-México

Abstract

Resistance to changes in education for people with disabiliies is still a controversial topic. However, Brazilian and Mexican higher education institutions are beginning to develop actions and programs to ensure access to education for people with disabilities, eliminating barriers to inclusion in the academic context, improving architectural, pedagogical and social accessibility, aiming at providing conditions for people with disabilities to develop socially, autonomously and independently. Currently, the share of persons with disabilities who remain and complete their higher education in Brazil (6.66%) and Mexico (5.2%) are still low. However, Brazilian and Mexican governments are beginning to implement effective public policies that favor HEIs to provide an inclusive education, making human development guide by diversity, that is, considering differences and persons as political and social actors. The Convention on the Rights of Persons with Disbabilities, Geral Law for the Inclusion of Persons with Disabilities, General Law on Education, Law of Guidelines and Bases, Secretariat for Public Education are some public polices and programas that support inclusive education. Likewise, there are international organizations that propose public policies to support people with disabilities, as the World Health Organization and Comision Nacional de los Derechos Humanos. This research aims to conduct a theoretical and documentary review on the inclusion in higher education of these two countries. In addition, a case study was conducted at two public universities, one in each country, to identify the main actions and programs aimed at including people with disabilities in these institutions. As results, we elaborated an overview on the issue of the inclusion of people with disabilities in education, which involves the national policies and their respective implementations in institutional actions.