<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202016000200035</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20160004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Condi&#231;&#245;es de acessibilidade na p&#243;s-gradua&#231;&#227;o: um estudo com estudantes de universidade p&#250;blica]]></article-title>
<article-title xml:lang="en"><![CDATA[Accessibility conditions in graduate studies: a study with public university students]]></article-title>
<article-title xml:lang="es"><![CDATA[Condiciones de accesibilidad en el posgrado: un estudio con estudiantes de la universidad pública]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Branco]]></surname>
<given-names><![CDATA[Ana Paula Silva Cantarelli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Lucia Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<numero>43</numero>
<fpage>35</fpage>
<lpage>45</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202016000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202016000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202016000200035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O Governo Federal tem promovido a&#231;&#245;es afirmativas por meio de pol&#237;ticas p&#250;blicas que orientam o acesso e a perman&#234;ncia de pessoas com defici&#234;ncia no Ensino Superior. O ingresso desse segmento tem aumentado progressivamente no Brasil, por&#233;m ainda de forma morosa. Este texto procura retratar os resultados de uma pesquisa que objetivou analisar como estudantes com defici&#234;ncia, que ingressam em cursos de p&#243;s-gradua&#231;&#227;ostricto sensu,identificam as condi&#231;&#245;es de acessibilidade no contexto universit&#225;rio. Os dados foram coletados por meio de entrevistas com cinco estudantes com alguma defici&#234;ncia, que cursavam programas distintos de p&#243;s-gradua&#231;&#227;o de uma institui&#231;&#227;o de ensino superior p&#250;blica do estado de S&#227;o Paulo. Utilizou-se a an&#225;lise de conte&#250;do para o tratamento dos relatos obtidos com as entrevistas. Como resultados, verificou-se que as unidades universit&#225;rias investigadas est&#227;o procurando tornar o contexto mais acess&#237;vel, por&#233;m ainda distante de todas as recomenda&#231;&#245;es legais. Outro destaque &#233; que os entrevistados revelam que no curso de p&#243;s-gradua&#231;&#227;o - pelas suas peculiaridades - as suas necessidades espec&#237;ficas foram mais bem atendidas que nos cursos de gradua&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The Federal Government has promoted affirmative actions through public policies that govern access and retention of people with disabilities in Higher Education. The entry of this segment has increased progressively in Brazil, but it is still slow. This text seeks to depict the results of a survey that analyzed how students with disabilities enrolled instrict sensugraduate courses identify accessibility conditions in the university context. Data were collected through interviews with five students with disabilities who attended different graduate programs at a public higher education institution in the state of S&#227;o Paulo. Content analysis was used for the treatment of reports obtained from the interviews. As a result, it was found that the university units investigated are trying to make the context more accessible, but are still far from following all legal recommendations. Another highlight is that the respondents reveal that in the graduate course - for its peculiarities - their specific needs were better met than in undergraduate courses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El Gobierno Federal ha promovido acciones afirmativas a trav&#233;s de pol&#237;ticas p&#250;blicas que rigen el acceso y la permanencia de las personas con discapacidad a la Educaci&#243;n Superior. La entrada de este segmento ha aumentado, progresivamente, en Brasil pero a&#250;n as&#237; con morosid. Este texto busca retratar los resultados de un estudio que tuvo como objetivo analizar c&#243;mo los estudiantes con discapacidad matriculados, en cursos de estudios de posgradostricto sensu, se identifican las condiciones de accesibilidad en el contexto universitario. Los datos fueron recolectados a trav&#233;s de entrevistas con cinco estudiantes con discapacidades, que asistieron a diferentes programas de posgrado de una instituci&#243;n de educaci&#243;n superior p&#250;blica en la prov&#237;ncia de S&#227;o Paulo. Se utiliz&#243; el an&#225;lisis de contenido para el tratamiento de los informes obtenidos de las entrevistas. Como resultados, se encontr&#243; que las unidades universitarias investigadas est&#225;n tratando de hacer el contexto m&#225;s accesible, pero todav&#237;a lejos de seguir todas las recomendaciones legales. Otro punto a destacar es que los encuestados revelan que en el curso de posgrado - por sus peculiaridades - sus necesidades espec&#237;ficas estaban mejores atendidas que en los cursos de graduaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="pt"><![CDATA[Universidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Graduate Courses]]></kwd>
<kwd lng="en"><![CDATA[Public Policies]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="es"><![CDATA[Posgrado]]></kwd>
<kwd lng="es"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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