POLÍTICAS PÚBLICAS DE INCLUSÃO E INTEGRAÇÃO DE REFUGIADOS NO ENSINO SUPERIOR NO CONTEXTO DA UNIVERSIDADE FEDERAL DE INTEGRAÇÃO LATINO AMERICANA

Abstract

As a product of world events, forced displacement constantly redesigns the global migration rates, increasing the number of individuals with refugee status in Brazil. This phenomenon gives rise to the need to propose actions and interventionist policies for welcoming and integration in the educational context. Considering education as a device for overcoming and social promotion, the thesis is about the performance and perspective of the higher education institution regarding the entry of refugees who wish to continue their studies in the receiving country. The general objective of this research is to analyze the regulatory policies for the admission and permanence of refugees at UNILA. Guided by a qualitative research methodology applied to bibliographic research and document analysis, the study seeks a reflexive and critical understanding of international migrations, forced displacement, refugees and the rights and opportunities available to them regarding access to higher education. Seeking to identify the protagonism exercised by public institutions in defense of the inclusion/integration of refugees in higher education, the research is carried out at the Federal University of Latin American Integration (UNILA), in the state of Paraná, allowing us to explore its representation on the topic. The investigative question motivates the analysis of: How does UNILA implement the formal policy for the inclusion of refugees in higher education? The question is answered through subsidized data analyses under the categories: a) Access and permanence policy in the light of UNHCR dictates; b) Interactive actions at HEIs as perspective for inclusive progress for refugees; c) Confluente elements in the inclusive process of access and permanence of refugees in higher education. The study shows that the institution practices feasible policies and procedures in compliance with the legal provisions contemplating different legal statuses, highlighting the HEI's commitment to assistance and monitoring as a conditioning factor for academic success. The study infers the importance of non-formal institutional events as allies in a proximal approach, as well as investment in multiform means of disseminating access opportunities.