Accessibility in Federal Institutions of Higher Education: a systematic review
Abstract: This study aimed to identify the existing literature on accessibility in Brazilian federal institutions of higher education (IFes) and discuss the data based on current federal legislation. A search was carried out in the Periódicos CAPES database, resulting in a final corpus of 10 article...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista Educação e Políticas em Debate |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/70009 |
| Acceso en línea: | https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/70009 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Especial Inclusão Acessibilidade Educação Superior Special education Inclusion Accessibility Higher education Educación especial Inclusión Accesibilidad Enseñanza superior |
| Sumario: | Abstract: This study aimed to identify the existing literature on accessibility in Brazilian federal institutions of higher education (IFes) and discuss the data based on current federal legislation. A search was carried out in the Periódicos CAPES database, resulting in a final corpus of 10 articles. Based on the selected studies, it can be concluded that despite considerable advances in legislation in recent years, there is still much work to be done. The results reveal that there are ongoing problems regarding architectural accessibility in the IFes, even though this aspect is evident in the studies. In addition, attitudinal accessibility remains one of the greatest challenges, requiring training and awareness in the academic community. Fragility in terms of attitudinal accessibility can hinder the broad recognition of the right to education of all students, as guaranteed by legislation. This can hinder or prevent the implementation of actions aimed at removing accessibility barriers in higher education. |
|---|