2026-06-082026-06-082026-03-31SILVA, Silmara Rosa da. A Monitoria acadêmica como instrumento para a permanência e inclusão de alunos com deficiência no ensino superior: um estudo de caso com uma aluna com deficiência intelectual do Campus Universitário de Bragança/UFPA. Orientadora: Simone Bitencourt Braga. 2026. 23 f. Trabalho de Curso (Licenciatura em Ciências Naturais) – Faculdade de Ciências Naturais. Instituto de Estudos Costeiros, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9585. Acesso em: .https://bdm.ufpa.br/handle/prefix/9585This study investigates how academic tutoring contributes to the retention of students with disabilities in higher education, taking as a reference the experience developed with a student with a disability from the Bragança campus of the Federal University of Pará. The methodology consisted of a case study with qualitative research, and a semi-structured interview was used as a data collection instrument, applied to a student with an intellectual disability who received tutoring between March 2023 and October 2024. The results demonstrated that tutoring contributed significantly to the student's learning process, assisting her in understanding the content taught, in better performing academic tasks, and in developing autonomy and confidence during seminar presentations. It was possible to note that adapted pedagogical practices, linked to sensitive listening and respect for the student's individual pace, were essential for her to overcome learning difficulties and achieve better academic performance. However, the study also revealed that the retention of students with disabilities isstill permeated by attitudinal barriers, with episodes of exclusion and ableism experienced by the student. Furthermore, pedagogical barriers, such as the lack of accessible materials and adaptations in teacher instruction, remain challenges to achieving inclusion. In this context, academic tutoring plays a crucial role in building inclusive educational environments and constitutes an indispensable tool for the inclusion and quality retention of students with disabilities in higher education.Acesso AbertoInclusãoPermanênciaMonitoria AcadêmicaEnsino SuperiorInclusionRetentionAcademic TutoringHigher EducationCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - Artigo