Disability and Bivalent Collectivities: A Critical School Psychology Analysis of UnB's Postgraduate Calls

Abstract

This research aims to understand how disability is represented and its effects on the inclusion of persons with disabilities (PwD) in postgraduate studies at the University of Brasília (UnB). Given the lack of studies on the topic, 73 postgraduate program calls from 2020 to 2024 were analyzed. The research uses document analysis based on Critical School Psychology and Nancy Fraser’s theory of two-dimensional justice. It focuses on institutional progress after Resolution CPP No. 5/2020 and Law No. 14.723/2023, assessing affirmative policies for PwDs. Progress is noted in the inclusion of definitions aligned with the biopsychosocial model of the Brazilian Inclusion Law. However, outdated terms like “handicapped” and “disabled” still appear, revealing ableist perspectives. The study also highlights the absence of key intersectionalities, such as race, class, and gender, in data collection and policy formulation. It concludes that a critical approach to social justice—combining redistribution and recognition—is urgent. Disability must be seen as a political category shaped by multiple forms of oppression, enabling inclusive, anti-ableist practices that consider the subject's full social, economic, and cultural dimensions.