Resumo

TORRES, Natali Esteve  e  COSTAS, Fabiane Adela Tonetto. Women with disabilities in Higher Education: affirmation of rights and processes of autonomy. Rev. Diálogo Educ. [online]. 2021, vol.21, n.68, pp.210-234.  Epub 11-Maio-2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.068.ds09.

In the last decade, there has been an amplification of access to institutional spaces and guarantee of rights for people with disabilities through the creation of affirmative policies, in parallel with a strong mobilization of the women's movement in the claim for rights. Facing these social changes and inclusive and affirmative policies, we seek to observe the trajectories of women with disabilities in Higher Education, aiming to investigate how this modality enables processes of autonomy for women with disabilities in social, cultural and political aspects. As methodology, an exploratory research was developed according to Gil (2010) at the Federal University of Santa Maria. Data analysis was made by thematic categorization, according to Bardin (2002). The categories worked from the trajectories relate to: family; changes; experiences and learning. As a result, we reflect on the possibilities of creating autonomy processes for these women, considering that such processes are linked to determinants such as race and social class. Furthermore, the need for affirmation of rights as a possibility of displacing women with disabilities from a condition of dependence and lack is evident, in order to understand them as owners of other ways of being and acting in the world.

Palavras-chave : Women with disabilities; Gender; Higher education.

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