[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-211550-en":3,"doc-seo-211550-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},211550,962085571259,"Putri","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",8,"Research & Report","Scientific Production on Inclusion in Higher Education - A Look at the Social Process of Students with Disabilities in Brazilian Universities - 2013-2022","This study systematizes reflections on inclusion processes for students with disabilities in Brazilian higher education, grounded in national scientific production from 2013 to 2022. Qualitative literature review procedures map research articles and organize findings into three thematic areas: implementation of inclusion laws and public policies, support spaces and services, and students’ lived experiences at university. Analyses show publication growth after 2016, emphasizing the academic importance of inclusion debates to inform actions and policy implementation.","SCIENTIFIC PRODUCTION ON INCLUSION IN HIGHER EDUCATION: A LOOK ATTHE SOCIAL PROCESS OF STUDENTS WITH DISABILITIES IN BRAZILIAN UNIVERSITIES (2013-2022)  \nCarla Briseida Choque Villarroel Silva  \n[carlasilva47872@gmail.com](carlasilva47872@gmail.com)  \n[http://lattes.cnpq.br/3460088026980581](http://lattes.cnpq.br/3460088026980581)  \nLucas de Souza Leite  \n[lucas.souzaleite@outlook.com](lucas.souzaleite@outlook.com)  \n[http://lattes.cnpq.br/1373540005252016](http://lattes.cnpq.br/1373540005252016)  \nClaudiana Raymundo dos Anjos  \n[claudianaanjos.profe@gmail.com](claudianaanjos.profe@gmail.com)[http://lattes.cnpq.br/639225881](http://lattes.cnpq.br/639225881) 1748349  \nReginaldo Célio Sobrinho  \n[reginaldo.celio@ufes.br](reginaldo.celio@ufes.br)  \n[http://lattes.cnpq.br/8290558218053006](http://lattes.cnpq.br/8290558218053006)  \nABSTRACT  \nThis work aims to systematize reflections on the inclusion processes for students with disabilities in Brazilian higher education, as evidenced by national scientific production between 2013 and 2022. Qualitative in nature, the study is characterized as a literature review, surveying scientific articles on inclusion in higher education. The data were grouped into three thematic areas: a) Implementation of laws and public policies regarding inclusion processes; b) Support spaces and services for students with disabilities; c) Experiences of students with disabilities at university. Based on the analyses, an increase in publications was observed after 2016, highlighting the importance of discussions on the inclusion process in higher education within academia itself, so that these debates can drive the implementation of actions and policies related to educational inclusion.  \nKeywords: Inclusion in Higher Education; Special Education; Scientific Production  \nINTRODUCTION  \nOver the past decades a series of changes in public policies have driven the entry of new groups of students in higher education. The arrival of this new portion of the population and its diversity has caused the constitution of new work perspectives within the university, causing changes in the modus operandi at this level of education (Gomes; Moraes, 2012) .  \nARTEFACTUM – REVISTA DE ESTUDOS EM LINGUAGEM E TECNOLOGIA  \nV23 –N° 01/2024  \nIn association with this process, in recent decades we have experienced the emergence of paradigms that intensified reflections on the ways in which the position of normality, the position of difference and the meanings that are attributed to them are constructed in the broader social dynamics and also in school. This approach has been collaborating significantly in the theoretical-epistemological proposition that considers difference as a discursive and cultural production, to the extent that \"[ ...] the marks of difference are inscribed and reinscribed by policies and legitimized knowledge, reiterated by varied social practices and cultural pedagogies\" (Louro, 2008, p. 22) .  \nThis perspective brings evident political and pedagogical developments in the scope of Higher Education and also implications for teaching. In this way, it regiments elements for/in opposition to the Western model of curricula that, based on binary schemes , consubstantiate the vision of unique knowledge and disregard the transdisciplinary and intercultural aspects of knowledge and its production (Estermann; Tavares; Gomes, 2017) .  \nAssociated with this understanding and, therefore, breaking with colonialist paradigms that still constitute a reference in the way of analyzing and producing knowledge in the educational field in the countries of the global south, we understand that the inclusion of students with disabilities 1 in Higher Education presupposes dialog and articulation between diverse knowledge and fields of knowledge. We believe that this articulation of knowledge should occur without losing sight of the complexity that involves the debate on guaranteeing the right to education to people with disabilities ","cbCainrgTEXAX1y0","https://ap.wps.com/l/cbCainrgTEXAX1y0","pdf",226367,1,15,"English","en",105,"# Abstract\n# Introduction\n## Public policy changes and student diversification\n## Difference, normality, and curriculum models\n## Inclusion in higher education: dialogue and knowledge articulation\n## Legal frameworks and enrollment growth\n## Challenges in teaching and academic participation","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To systematize reflections on inclusion processes for students with disabilities in Brazilian higher education using national scientific production from 2013 to 2022.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It uses a qualitative literature review, surveying scientific articles and grouping results into three thematic areas related to policies, support services, and student experiences.\"},{\"question\":\"What trend did the study observe in publications after 2016?\",\"answer\":\"An increase in publications was observed after 2016, underscoring the importance of inclusion debates within academia to drive implementation of actions and policies.\"}]","Scientific Production on Inclusion in Higher Education - A Look at the Social Process of Students with Disabilities in Brazilian Universities - 2013-2022 | PDF",1788688212,38,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"scientific-production-on-inclusion-in-higher-education-a-look-at-the-social-process-of-students-with-disabilities-in-brazilian-universities-2013-2022","",{"@graph":36,"@context":85},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/scientific-production-on-inclusion-in-higher-education-a-look-at-the-social-process-of-students-with-disabilities-in-brazilian-universities-2013-2022/211550/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-09-06",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What is the main goal of the study?","Question",{"text":75,"@type":76},"To systematize reflections on inclusion processes for students with disabilities in Brazilian higher education using national scientific production from 2013 to 2022.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How was the research conducted?",{"text":80,"@type":76},"It uses a qualitative literature review, surveying scientific articles and grouping results into three thematic areas related to policies, support services, and student experiences.",{"name":82,"@type":73,"acceptedAnswer":83},"What trend did the study observe in publications after 2016?",{"text":84,"@type":76},"An increase in publications was observed after 2016, underscoring the importance of inclusion debates within academia to drive implementation of actions and policies.","https://schema.org",{"og:url":52,"og:type":87,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":89,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":92},[93,97,101,105,110,115,120,123,128,131,135],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":102,"show_sort_weight":103,"slug":104},"Exam",70,"exam",{"id":106,"doc_module":4,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},5,"Comic",60,"comic",{"id":111,"doc_module":4,"doc_module_name":46,"category_name":112,"show_sort_weight":113,"slug":114},6,"Technology",50,"technology",{"id":116,"doc_module":4,"doc_module_name":46,"category_name":117,"show_sort_weight":118,"slug":119},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":106,"slug":138},19,"General","general"]