DIMENSÕES DA RESILIÊNCIA

UM RETRATO DOS ESTUDANTES COM DEFICIÊNCIA NO ÂMBITO DO ENSINO SUPERIOR

Abstract

This study aimed to characterize the sociodemographic profile and analyze the resilience capacity of students with disabilities in higher education at the Federal University of Viçosa - MG. The research adopted a mixed-method approach, using a sociodemographic questionnaire, the Resilience Scale, and semi-structured interviews. The sample consisted of seven students who entered the university through the disability quota policy. Quantitative results indicated that most participants showed moderate levels of resilience, with stronger development in factors related to action resolution, values, and self-confidence; although, the dimension of independence and determination presented lower scores. Qualitative analyses, supported by lexical analysis and word cloud visualization, highlighted key concepts such as challenges, fear, support, overcoming, strength, self-confidence, and learning. The students’ statements revealed that resilience is a continuous process involving the management of fears, building support networks, strengthening self-confidence, and developing self-awareness. The study also showed that experiences of overcoming difficulties are directly associated with family support, friendship bonds, religiosity, and the search for academic and personal meaning. It is concluded that the permanence of students with disabilities in higher education requires institutional practices that consider their singularities and promote not only accessibility but also emotional support and the strengthening of socio-emotional skills. In this context, resilience emerges as a determining factor for facing adversities and continuing the academic journey.