Assessment of Inclusive Institutional Policies in a Brazilian University

Juliana Cavalcante de Andrade Louzada; Sandra Eli Sartoreto de Oliveira Martins

doi:doi:10.11648/j.edu.20231206.11

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Assessment of Inclusive Institutional Policies in a Brazilian University

Juliana Cavalcante de Andrade Louzada^*, Sandra Eli Sartoreto de Oliveira Martins

Published in Education Journal (Volume 12, Issue 6)

Received: 27 September 2023 Accepted: 23 October 2023 Published: 9 November 2023

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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.

Published in	Education Journal (Volume 12, Issue 6)
DOI	10.11648/j.edu.20231206.11
Page(s)	249-257
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Higher Education, Affirmative Actions, Assessment, Traffic Light System

References

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[28]	Institutional Development Plan - PDI, 2009-2018 - Adjustments (2016). Retrieved from: https://drive.google.com/file/d/1262CYLdPpoDwQLegwFURgXS6-npCLduK/view
[29]	UNESP Resolution No. 48, November 10, 2010 (2010). Regulates the processing of proposals for agreements, protocols, or cooperation agreements, as well as amendments, annexes, and extension terms of these agreements to be entered into by the University. Retrieved from: https://www.caunesp.unesp.br/Home/sobreocaunesp/convenios-acordos-de-cooperacao-e-ajustes-procedimentos-tramitacao-e-fluxograma.pdf
[30]	UNESP Ordinance No. 69, February 12, 2020 (2020). Establishes the General Guidelines of the Accessibility and Inclusion Policy at São Paulo State University "Júlio de Mesquita Filho" - UNESP. Retrieved from: https://www.ibilce.unesp.br/Home/Comissoes671/portarias-69-2020.pdf
[31]	UNESP Resolution No. 52, September 3, 2020 (2020). Deals with the evaluation of courses by students and faculty members and establishes rules for its implementation. Retrieved from: https://ib.rc.unesp.br/Home/Instituicao/DivisaoTecnicaAcademica/SecaodeGraduacao/avaliacao-de-disciplinas-por-estudantes---resolucao-52-2020.pdf
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[33]	Accessibility, Diversity, and Inclusion Research Network, REPADI (2021). Retrieved from: https://www.acessibilidade.unesp.br//
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Cite This Article

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APA Style

Louzada, J. C. D. A., Martins, S. E. S. D. O. (2023). Assessment of Inclusive Institutional Policies in a Brazilian University. Education Journal, 12(6), 249-257. https://doi.org/10.11648/j.edu.20231206.11

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Louzada, J. C. D. A.; Martins, S. E. S. D. O. Assessment of Inclusive Institutional Policies in a Brazilian University. Educ. J. 2023, 12(6), 249-257. doi: 10.11648/j.edu.20231206.11

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Louzada JCDA, Martins SESDO. Assessment of Inclusive Institutional Policies in a Brazilian University. Educ J. 2023;12(6):249-257. doi: 10.11648/j.edu.20231206.11

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@article{10.11648/j.edu.20231206.11,
  author = {Juliana Cavalcante de Andrade Louzada and Sandra Eli Sartoreto de Oliveira Martins},
  title = {Assessment of Inclusive Institutional Policies in a Brazilian University},
  journal = {Education Journal},
  volume = {12},
  number = {6},
  pages = {249-257},
  doi = {10.11648/j.edu.20231206.11},
  url = {https://doi.org/10.11648/j.edu.20231206.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231206.11},
  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.
},
 year = {2023}
}

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TY  - JOUR
T1  - Assessment of Inclusive Institutional Policies in a Brazilian University
AU  - Juliana Cavalcante de Andrade Louzada
AU  - Sandra Eli Sartoreto de Oliveira Martins
Y1  - 2023/11/09
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231206.11
DO  - 10.11648/j.edu.20231206.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 249
EP  - 257
PB  - Science Publishing Group
SN  - 2327-2619
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AB  - 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.

VL  - 12
IS  - 6
ER  -

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Author Information

Juliana Cavalcante de Andrade Louzada

Department of Education and Human Development, School of Philosophy and Sciences, São Paulo State University, Marília, Brazil

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Sandra Eli Sartoreto de Oliveira Martins

Department of Education and Human Development, School of Philosophy and Sciences, São Paulo State University, Marília, Brazil

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APA Style

Louzada, J. C. D. A., Martins, S. E. S. D. O. (2023). Assessment of Inclusive Institutional Policies in a Brazilian University. Education Journal, 12(6), 249-257. https://doi.org/10.11648/j.edu.20231206.11

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ACS Style

Louzada, J. C. D. A.; Martins, S. E. S. D. O. Assessment of Inclusive Institutional Policies in a Brazilian University. Educ. J. 2023, 12(6), 249-257. doi: 10.11648/j.edu.20231206.11

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AMA Style

Louzada JCDA, Martins SESDO. Assessment of Inclusive Institutional Policies in a Brazilian University. Educ J. 2023;12(6):249-257. doi: 10.11648/j.edu.20231206.11

Copy | Download

@article{10.11648/j.edu.20231206.11,
  author = {Juliana Cavalcante de Andrade Louzada and Sandra Eli Sartoreto de Oliveira Martins},
  title = {Assessment of Inclusive Institutional Policies in a Brazilian University},
  journal = {Education Journal},
  volume = {12},
  number = {6},
  pages = {249-257},
  doi = {10.11648/j.edu.20231206.11},
  url = {https://doi.org/10.11648/j.edu.20231206.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231206.11},
  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.
},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Assessment of Inclusive Institutional Policies in a Brazilian University
AU  - Juliana Cavalcante de Andrade Louzada
AU  - Sandra Eli Sartoreto de Oliveira Martins
Y1  - 2023/11/09
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231206.11
DO  - 10.11648/j.edu.20231206.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 249
EP  - 257
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231206.11
AB  - 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.

VL  - 12
IS  - 6
ER  -

Copy | Download