Escolarização de estudantes com deficiência visual : um estudo sobre o atendimento educacional especializado
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Data
2025-02-25
Autores
Macedo, Leoneida Ladeira Rodrigues
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Universidade Federal do Espírito Santo
Resumo
This research analyzes the schooling of students with visual impairments in the municipality of Cariacica-ES, focusing on the relationship between teaching in the regular classroom and Specialized Educational Assistance. The objective was to understand, problematize, and collaborate with the schooling processes of these students by analyzing educational policies, pedagogical practices, challenges faced, and possibilities. Collaborative-critical action research was adopted as a methodology, allowing immersion into the educational practices of two municipal schools: one recognized as a center in the area of Visual Impairment, conducting extracurricular activities in the Multifunctional Resource Room, where it has all specialized support; and the other without physical infrastructure and specialized and accessible materials, but with more students with this condition. The investigation combined participant observations, individual interview-conversations, and collective formative conversations to understand how inclusion occurs in these schools. The results evidenced the absence of collaborative pedagogical planning, insufficient training of professionals for the appropriate use of accessibility resources and materials adapted to the needs of students with visual impairments. It was also found that there is no functional vision assessment to assist in defining pedagogical strategies, resulting in the inappropriate use of resources such as the Braille system and enlarged fonts, often applied indiscriminately. The research also problematizes the recent classification of monocular vision as a visual impairment, arguing that the clinical diagnosis alone should not determine referral to Specialized Educational Assistance, and it is necessary to consider the student's visual functionality in their learning context. Such factors once again place these students on the "invisible side," without the care of considering a "differentiated pedagogy" that goes beyond superficial adaptations and truly understands the specificities of the "concrete" student – one who has visual impairment and, beyond the right to schooling, needs specific resources and strategies to ensure their full participation in the educational environment. After all, inclusion cannot be just an abstract principle, but rather a practice that dialogues with the individual needs of these students, being participatory subjects in the educational process. The study also reinforces the importance of educational public policies with investment in public schools, in order to guarantee accessibility resources, conditions of access and permanence; as well as thinking about educational guidelines that assist in the implementation of collaborative teaching, which enables the active participation of students with visual impairments
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Atendimento educacional especializado , Deficiência visual , Inclusão escolar , Visão funcional , Educação especial , Specialized educational assistance , Visual impairment , School inclusion , Functional vision , Special education