Acessibilidade e Inclusão: a implementação do Programa Escola Acessível na rede municipal de ensino de Manaus/AM

Abstract

Accessibility Accessibility is a theme with great relevance in the field of education, special education and related areas, since, in a multidisciplinary way, several researchers bring various contributions from their areas of academic training and professional performance. Despite a larger number of papers found in this systematic review in relation to the mapping of scientific productions (SOUZA, 2017), much still needs to be researched and discussed so that in addition to access, students with disabilities and/or reduced mobility can develop all their potential and learning with other students. Thus, we had as our main objective to understand, based on Brazilian legislation, scientific production, school documents, the implementation process of the Accessible School Program in the Municipal Education Network of Manaus, as well as the accessibility conditions of schools that received resources from the program with the aim of the effectiveness of an inclusive education system. Our systematic review about accessibility in schools found that of the 43 works (14 dissertations, 2 theses and 27 articles), much still needs to be researched, analyzed and pointed ways to situations that prevent the full participation of students with disabilities and/or reduced mobility in the school environment. In total, 182 schools have received resources from the Accessible School Program (PEA) and a possible reading of the data leads to the identification of a gradual change in mentality in relation to the rights of the person with disability, by the concern with the aspects of architectural adequacy as a form of accessibility. The use of the Spatial Accessibility Manual for Schools (MEC, 2009) was efficient to identify the needs regarding the adjustments in school environments. It was noticed that, even identifying that the school environments are not accessible for children with disabilities and/or reduced mobility, they participate in the activities carried out in the environments with the help of classmates and teachers. It was observed the need for training the professionals who evaluate and follow up the creation and renovation processes of school spaces, in order to enable them to use strategies to increase the participation of the child during the activities in all school environments. Furthermore, it is essential that trained professionals make a proposal to adapt the school, making it accessible and safe for all children, as proposed by the Universal Design. Thus, we confirm our thesis that the municipal public schools of Manaus, which implemented the Accessible School Program, are not ensuring the right of students with disabilities and / or reduced mobility to share school spaces due to the conditions of physical accessibility, communication and information, as recommended by the Decree No. 5.296 (BRAZIL, 2004) and Law No. 13.146 (BRAZIL, 2015).