Orientação de tutoria na educação superior: experiência com acadêmicas com deficiência visual

The academic persistence and success of students with disabilities in undergraduate, as enshrined in Brazilian law, hinge on initiatives designed to eliminate or mitigate pedagogical barriers. This article explores the pivotal question: how can tutoring facilitate the successful completion of undergraduate studies among students with visual impairments? Our objective is to present a reflective account of the mentorship provided to two tutors within the Student Tutoring Program (PROTUDI) at the State University of Ponta Grossa (UEPG), who supported two visually impaired students enrolled in the face-to-face pedagogy program between June 2022 and December 2023. To achieve this, we analyzed the tutors' activity plans and annual reports, meeting records between the faculty advisor, tutors, and students, as well as communications with course instructors. Our analysis drew upon the scholarly literature in Inclusive Education and Historical-Cultural Psychology. The findings underscored the experience's contribution to enhanced student retention and timely degree completion, the comprehension and application of accessibility principles in the initial training of both tutors and students, and the faculty advisor's expanded knowledge and expertise in supporting university students with disabilities. We conclude that tutoring can serve as a vital resource for delivering academic support to students with visual impairments.