The academic monitoring program as an instrument of inclusion in higher education

Abstract

The Accessibility Center at the Federal University of Western Pará has been implementing strategies aimed at promoting the retention of students with disabilities in higher education. This department plays a crucial role in training, service provision, management of inclusive projects, drafting of institutional documents, and other activities. The Academic Monitoring Program, which involves the allocation of accessibility scholarship monitors, stands out among the actions developed. This program’s monitors support and mediate pedagogical practices, assistive technology, guidance, and mobility for students with disabilities. From this perspective, considering the action as a practice that permeates discussions about inclusive and equitable education in Higher Education, this study aimed to analyze such actions and how they have contributed to the institutional objectives of including this group. To this end, the discussions are based on activity reports prepared in 2022 by the monitors. Employing a qualitative approach, the study adopted content analysis as a method for data categorization. Three main axes of analysis were identified: the production of an Inclusive Culture, the challenges for the retention and academic success of the students, and the positive aspects of the practices implemented. As a result, frequent narratives centered on challenges and difficulties are perceived, both in the practice of monitoring and in the learning process of the accompanied students, highlighting ableist discourses and the necessary specialized guidance for the monitors. On the other hand, the reports demonstrate how fundamental the monitor’s role has been for the academic success of the students.