Desafios e perspectivas de uma estudante com baixa visão no ensino superior: uma análise autobiográfica sobre educação inclusiva

Abstract

This article examines the experience of a university student with low vision—enrolled in a Pedagogy program at a federal university—highlighting the challenges, achievements, and coping strategies involved in the context of inclusive education. Adopting an autobiographical approach, the study analyzes how the institution both fosters and hinders accessibility, student retention, and full participation in higher education. It explores structural, pedagogical, social, and emotional aspects, offering a critical reflection on the current state of inclusion and proposing suggestions for progress in the field. The account highlights not only physical and pedagogical barriers but also the social and cultural dynamics experienced within the academic environment, underscoring the need for effective, intersectoral actions to ensure equitable access and retention for students with disabilities.