<?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>2238-8346</journal-id>
<journal-title><![CDATA[Revista Educação e Políticas em Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Polít. Debate]]></abbrev-journal-title>
<issn>2238-8346</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia - Faculdade de Educação - FACED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-83462023000301117</article-id>
<article-id pub-id-type="doi">10.14393/repod-v12n3a2023-68502</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Acesso e permanência de pessoas com deficiência no ensino superior: participação na academia científica como forma de ativismo político]]></article-title>
<article-title xml:lang="es"><![CDATA[Acceso y permanencia de personas con discapacidad en la educación superior: la participación en la academia científica como forma de activismo político]]></article-title>
<article-title xml:lang="en"><![CDATA[Access and permanence of people with disabilities in higher education: participation in the scientific academy as a form of political activism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paiva]]></surname>
<given-names><![CDATA[Juliana Cavalcante Marinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gesser]]></surname>
<given-names><![CDATA[Marivete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>1117</fpage>
<lpage>1131</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-83462023000301117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-83462023000301117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-83462023000301117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação brasileira para estudantes com deficiência foi marcada por processos de exclusão pautados em modelos estigmatizantes de compreensão da deficiência. O objetivo desta pesquisa foi analisar os discursos de pessoas com deficiência acerca do seu acesso e permanência ao ensino superior. Foi uma pesquisa de abordagem qualitativa. As informações foram obtidas por meio de entrevistas narrativas com 16 participantes e diário de campo e analisadas a partir da análise de discurso na perspectiva da psicologia histórico-cultural. Os resultados apontam para a presença de barreiras no acesso e permanência na graduação e especialmente na pós-graduação e para a intersecção da deficiência com raça e classe como um importante elemento a ser considerado pelas políticas públicas de inclusão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación brasileña para estudiantes con discapacidad la marcó un proceso de exclusión basado en modelos estigmatizantes de comprensión de la discapacidad. El objetivo de esta investigación es analizar los discursos de las personas con discapacidad sobre su acceso y permanencia en la enseñanza superior. Una investigación con enfoque cualitativo que utilizó entrevistas narrativas con 16 participantes y un diario de campo y el análisis del discurso desde la perspectiva de la psicología histórico-cultural. Los resultados apuntan a barreras de acceso y permanencia en la graduación y especialmente en el posgrado, y por la intersección de la discapacidad con la raza y la clase como un elemento importante a ser considerado por las políticas públicas de inclusión.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Brazilian education for students with disabilities has historically been characterized by an exclusionary process rooted in stigmatizing models of disability. This research aims to analyze the discourse of people with disabilities about their access and permanence in higher education. Employing a qualitative approach, the study utilized narratives interview with 16 participants. The analysis was based on discourse analysis from the historical-cultural psychology perspective. The results point to the presence of barriers to accessing and remaining in undergraduate and particularly, in graduate programs. Additionally, markers of difference, such as race and class, continue to impact university access, emphasizing the necessity for public policies considering these aspects.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pessoas com deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa qualitativa]]></kwd>
<kwd lng="es"><![CDATA[Personas con discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Investigación cualitativa]]></kwd>
<kwd lng="en"><![CDATA[People with disabilities]]></kwd>
<kwd lng="en"><![CDATA[Public policy]]></kwd>
<kwd lng="en"><![CDATA[University education]]></kwd>
<kwd lng="en"><![CDATA[Qualitative research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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