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), 2024. Published by Science Publishing Group |
Higher Education, Affirmative Actions, Assessment, Traffic Light System
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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
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
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
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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}
}
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 -
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
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