Acessibilidade e inclusão escolar de alunos com deficiência e/ou mobilidade reduzida na escola pública

Abstract

The movement towards school inclusion guides the academic community, society as a whole and especially schools to become involved and prepare the construction of a context favorable to the school inclusion of students with disabilities and / or reduced mobility, breaking the traditional paradigm, seeking to meet all students, providing a school for all and respecting their rights. The objective of the study was to analyze the scientific production, legislation and theoretical subsidies on accessibility for the educational inclusion of students with disabilities and / or reduced mobility in public schools. To that end, we initially mapped the scientific production related to accessibility in dissertations and theses in the area of Education (LOCADO, 2007; TEIXEIRA, 2008; RISSI, 2010; CORRÊA, 2010; EVANGELO, 2014; OLIVEIRA, 2016; TEIXEIRA, 2016, GLAT; OMOTE; PLETSCH, 2014), we identify in Brazilian legislation, laws and decrees (BRASIL, 1985, 1988, 1989, 1990, 1996, 1999, 2000a; 2000b; 2001a; 2001b; 2002, 2003, 2004, 2005, 2007; (Freire et al., 2003), and the general criteria and criteria for the promotion of accessibility (FREIRE, BETO, 1985, SANFELICE, 1989, BOBBIO, 1992). ADORNO, 1995; ARAÚJO, 1997; BAHIA, 1998; FRIGOTTO, 2003; LAFTER, 1999; CANOTILHO, 2000; CRESPO, 2000; REFERENCES DISCHINGER, 2004), as well as the theoretical subsidies for accessibility (RIBEIRO, 2004; COOPER ET AL., 2005; SASSAKI, 2006; ARAÚJO, 2003; DISCHINGER, 2009; 2006; MANZINI, 2005; 2015; MANZINI, CORRÊA, 2014), inclusion of CARLO, 2001; SANTOS, 2001; SASSAKI, 2005; 2006; 2010; ROCHA, 2006; FERNANDES; ORRICO, 2011; SILVA; HENRIQUE; ROCHA, 2015), inclusive education (MACIEL, 2000, FERREIRA, 2001, SASSAKI, 2005, 2010, FÁVERO, 2004, JURDI, AMIRALIAN, 2006, SESTARO, 2006; FERNANDES, ORRICO, 2011) , communication and information to students with disabilities and / or reduced mobility in the public school. The research was supported in the dialectic, where through the qualitative approach, our study was set up as descriptive, the data collection was done through the bibliographic and documentary research and for their interpretation, we used the content analysis. The lack of research on accessibility in the field of education, especially on the situation of accessibility in public schools and the physical structure of schools, as well as the media and information that presents barriers that impede and / or hinder the inclusion of students with disabilities and / or reduced mobility in public schools. Accessibility rights are not yet present, official documents do not always translate into educational practices in the daily life of schools, which leads to situations that deprive students with disabilities of the exercise of their right to inclusive education. Finally, we find with theoretical subsidies that accessibility and inclusive education are closely linked, one depends on the other, where this articulation is necessary for the process of school inclusion and overcoming the challenges for the promotion of accessibility in public schools. Accessibility is a fundamental condition for people with disabilities to have a quality life and to be included in all contexts.