Serviços de apoio psicopedagógico e de acessibilidade ao discente no ensino superior

Abstract

This dissertation was developed within the Graduate Program in Education at the Universidade do Oeste Paulista - Area of Concentration: Education - Research Line: Teacher Education and Educational Practices. In the current higher education landscape, inclusion and accessibility are priorities, reflecting a growing commitment to equity and diversity. Higher Education Institutions seek to implement policies and practices that ensure the access and retention of students with special educational needs and students with disabilities, aiming to promote an inclusive and equitable educational environment. Learning difficulties among higher education students are increasingly present and demand special attention, prompting reflection on how support services are organized to address these needs. This raises the following questions: how are these services instituted at universities? In what ways are accessibility and inclusion practices effectively implemented? What challenges do institutions face in ensuring that the needs of students with learning difficulties are efficiently met? Are services articulated with one another, and how? From this perspective, the general objective of this research is to analyze psychopedagogical support and accessibility services, as well as the articulation between these services and their contributions to student support in higher education within the context of a private university in the interior of the State of São Paulo. Using a qualitative approach characterized as an intrinsic case study, the participants were five (5) professionals from the institution’s Psychopedagogical Support and Accessibility Services (the University Psychopedagogical Support Service - SUAPp and the Accessibility and Inclusion Center - NAI). The instruments employed were the analysis of official documents related to inclusion and accessibility and to the aforementioned services; interviews with participants; and, for data analysis and interpretation, Discursive Textual Analysis. Regarding the guiding questions, the results showed that, at the university studied, the institutionalization of the NAI and SUAPp constitutes an integrated framework for academic persistence. The NAI operates in the realm of accessibility, analyzing and determining accommodations, and provides guidance to faculty and program coordinations; SUAPp provides intake and individualized psychopedagogical interventions, with emphasis on study self-regulation, anxiety management, and didactic-methodological mediation. Articulation between the services occurs through protocols and referral pathways: NAI activates SUAPp for psychopedagogical demands and communicates with faculty/coordination to implement accommodations; both record activities in an internal system, conduct periodic reassessments, and maintain institutional communication. The document analysis confirmed standardized flows for student self-declaration, pedagogical screening, definition of strategies, and referrals between services, with system records and institutional communication. Interviews indicate that the services operate at multiple levels, ensuring close support for students, with predictable peaks at the beginning of classes and during assessment weeks. In summary, the research indicates that the integration between accessibility and psychopedagogical support enhances access, participation, and learning by articulating clear governance, traceable workflows, and interventions focused on students’ real demands. It is hoped that this study will contribute to giving visibility to these services and strengthening their articulation in higher education