Percursos formativos de estudantes cegos em escolas de educação básica

Abstract

The inclusion of people with disabilities in different spaces of society has been the subject of debate and a theme that generates countless social struggles. For a long time, these people were seen as incapable of living in society and this connotation of incapacity justified and ensured that they were segregated from different social environments, as well as from educational institutions. However, from an inclusive perspective, disability is understood as one of the various forms of the human condition and, therefore, should not be understood as disabling. Based on this inclusive perspective and on the conception that blindness constitutes a condition of being and being in the world and not a sentence of failure, this study is justified, which proposed to investigate: What are the meanings attributed by blind students to your formative paths in basic education? To answer this question, the objective was: To identify the intervening issues in the training paths of blind students in basic education; Analyze the aspects involved in its inclusion process in Basic Education; Based on the results of the research, prepare a guide for the inclusion of blind students in regular classes in the early years of basic education, with a view to enhancing the process of inclusion in regular schools. Considering the investigated social context, the methodological approach used in this research is of an applied nature, with a qualitative approach from an autobiographical research perspective. Two blind students who attend Basic Education schools participated in this study. The narratives demonstrate that their trajectories in basic education are permeated by countless difficulties, generated mainly by the presence of prejudice, attitudinal barriers, and methodological barriers; and by the symbolic violence experienced at school. But also, this trajectory is marked by the confrontation of these difficulties and by the encouragement coming from the support networks that are constituted by some teachers, colleagues, family members, employees and by the AEE. It is expected that the results found are relevant and significant for research collaborators, as they bring to light elements that effectively contribute to the understanding of the process of inclusion of blind students in Basic Education. Thus, based on the findings of this research and as a way of collaborating with the construction of an inclusive culture in schools, a notebook/guide for the inclusion of blind students in Basic Education was created.