Abstract
Over the last decade, as a result of public policies for higher education access, the profile of students has changed. While until not long ago there was an intellectual elite from the privileged social class, now greater heterogeneity is found. To serve this new public, Pedagogical Support programs have been set up. So, this paper aims to analyze the actions of Pedagogical Support in a university in southern Brazil. The methodology applied was a qualitative-descriptive research involving documental review of public policies, institutional actions of Pedagogical Support, and semi-structured interviews with Pedagogical Support team members: tutor, CAE professional, three students with reading and/or writing difficulties plus one with functional disorder. The results indicate that, despite the support programs university offers to students, they remain inefficient, since the actions do not reach out all students. There are few admissions in programs offered by the Pedagogical Support and dissemination is still insufficient. University students, on the other hand, feel excluded by teachers and colleagues and report that their academic difficulties adversely impact not only their trajectory in terms of quality within the institution but also the period they stay in the university. Thus, actions are needed to promote inclusion so that the university would be really for all, including teacher training course, support program tailored for each student´s need, literacy workshops, and lectures for the academic community.
Pedagogical Support; Difficulties; Higher education; University