Abstract

This article is born from a project linked to the research line Educational Practices, Culture, Diversity and Inclusion, carried out by the Pro-Rectory ofResearch and Postgraduate Studies (PROPEG)  of  the  State  University  of  Rio Grande  do  Norte  (UERN  /  BRAZIL).  The  aim  of this study is to understand how the success of a UERN undergraduate student at the popular level  and  with  poor  vision  has  contributed  to  his  social  progress  from  Basic  Education  to Higher Education. It is a qualitative research, based on Oral History, from (auto)biographical narratives, which allow a formative and self-formative process in the writing of the self and of the other. The access and permanence of the student in his trajectory between Basic Education and the University  is a result of the help of the family and  the  support  of  the  Directorate  of Policies  and  Inclusive  Actions  (DAIN)  of UERN. The lessons learned  by  the help of the family and by the support of  a  Multiprofessional  Team  of  the  DAIN  contribute to the formation of the student, empowering him in the struggle to overcome architectural, physical and attitudinal barriers experienced in social and academic contexts.