Higher Education admission notices: legitimizing the right to informational and communicational accessibility

Abstract

Higher Education Institutions (HEIs) are important spaces for socio-historical and cultural development. However, studies in the area of ​​Special Education indicate that people with disabilities face barriers to accessing information that guarantees the materialization of their formal rights for admission, permanence and graduation at this level of education. In this scenario, the objective of this article was to identify facilitating and hindering communicational, informational and technological aspects present in the undergraduate admission notice. This is a qualitative case study. For data collection, interviews were conducted at the Federal University of São Carlos (UFSCar), online and in person. The study considered the participation of three people linked to the university: an undergraduate student with a disability, a disabled employee involved in the admission verification boards and an employee responsible for the preparation, review and dissemination of the Sisu/Enem notice. Using an Institutional Analysis approach, the results indicated accessibility aspects that are cultural, administrative, informational and structural obstacles to the admission notice and supported the scientific proposal of facilitating practices in this context.