Assessment of Inclusive Institutional Policies in a Brazilian University

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.