Padrões de qualidade para a educação de estudantes com deficiência visual a partir de realidades escolares no município de Vitória/ES
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Data
2026-02-27
Autores
Lievore, Patrícia Teixeira Moschen
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Universidade Federal do Espírito Santo
Resumo
This thesis aims to propose essential standards of educational quality to ensure the right to learn for students with visual impairments, based on school realities in the municipality of Vitória, Espírito Santo, Brazil. The research adopts a qualitative approach, employing multiple case studies and document analysis, including focus groups with specialist teachers and school management teams, as well as semi structured interviews with students with visual impairments. The analysis of normative and institutional documents, together with the lived experiences of blind students and those with low vision, provides the foundation for constructing educational quality standards for this population. The theoretical framework draws on the contributions of Gramsci, Vygotsky, Poulantzas, and Saviani, understanding the quality of education as a historical and social construction, intrinsically linked to pedagogical practices, teacher education, and the role of the State. The findings reveal that ensuring the right to learn for students with visual impairments is not achieved solely through access to mainstream schooling, but through the effective implementation of a coordinated set of quality standards, including: (1) a standard of qualified teaching, involving specialized teachers who understand the specific needs of students with visual impairments, master accessible pedagogical resources, and work collaboratively; (2) a standard of accessible pedagogical resources, including the use of appropriate materials such as Braille books, audiobooks, screen-reading software, among others, ensuring access to curricular content; (3) a standard of initial and continuing teacher education, with ongoing professional development programs that equip teachers with the knowledge and skills required to teach students with visual impairments in an inclusive manner; (4) a standard for the organization of Specialized Educational Support (AEE), ensuring its integration with the mainstream curriculum and the guarantee of collaborative work; (5) a standard of architectural accessibility, involving adaptations to school facilities and furniture to ensure the full participation of students with visual impairments; (6) a standard of orientation and mobility, including programs that promote students’ autonomy through mobility training and the creation of accessible environments; (7) a standard for the promotion of student autonomy, ensuring that students with visual impairments become more independent in both the learning process and daily life; and (8) a standard of democratic school management and participation, promoting inclusion and active participation through collaboration among students, teachers, school leaders, and families. The analysis demonstrates that the quality of education depends on continuous investment in public educational policies, the adequacy of material and human resources, and the institutional accountability of the State to ensure the conditions necessary to guarantee the right to learn for students with visual impairments.
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Educação especial , Estudantes com deficiência visual , Qualidade da educação , Padrões de qualidade