Reflection the Disability concept in university institutional policies in American Latina

Abstract

This text aims to describe the understanding of the concept of disability status in university policies and how these policies enable the academic training of students this in Latin American countries, as well as how they guide institutional policies at two public universities - in Brazil and Uruguay. In order to construct a narrative line of the construction of the term disability status and how this perspective is seen in university practices, we clarify that the main sources of information included refer to documents that discuss disability in higher education, located on the websites of both universities, namely: official documents, such as the Brazilian Inclusion Law (LBI) and the institutional policy of the State University of São Paulo (Unesp). We will also analyze Law 18651, the Comprehensive Law for Persons with Disabilities in Uruguay, and the proposal of the Rector of the University of the Republic (Udelar). An analysis of institutional policies supporting the education of students with disabilities at the two universities reveals significant progress in building a more inclusive university model, albeit one that is plagued by structural and cultural challenges.