IMPLICAÇÕES DAS POLÍTICAS EDUCACIONAIS DE INCLUSÃO NA GESTÃO UNIVERSITÁRIA

This text is an excerpt from a completed research study that resulted in a Master’s dissertation in Education, which aimed to discuss public policies on inclusion and access to higher education. A growing enrollment of people with disabilities in universities has been observed, a movement that poses complex challenges to university management in political and cultural dimensions. The objective of this article is to understand how the access of students with disabilities impacts institutional inclusion policies. The study employs a qualitative, documentary approach with discourse analysis based on a Foucauldian framework. The findings highlight the need to problematize discourses on inclusion and the reductionist celebration centered solely on quantitative indicators, since many experiences remain marked by relations of submission and subalternity. It is concluded that the normative framework imposes management practices for the implementation of inclusion policies, which highlights both advances and challenges in the recognition of diversity in higher education.