This article addresses the affirmative action policies in higher education for people with limitations due to disability and problematizes the conditions of accessibility and conditions of remaining at that level of education. Based on narratives collected in interviews and interpreted hermeneutically, it prioritizes the experience of undergraduate quota students from a public institution of higher education aiming at presenting how the subjects understand their integration in that context with regard to university pedagogy and relationships with colleagues, teachers and administrators. The conclusion points to the limited cultural participation of these subjects, who are not part of social networks, do not recognize themselves as part of collectives and face problems related to academic pedagogy.
affirmative action policy for individuals with disabilities; higher education; accessibility