Um olhar das políticas públicas para a inclusão escolar da pessoa com deficiência visual

Abstract

The dissertation analyzes the public policies of inclusion for the assistance of the visually impaired student, identifying the technical and professional conditions that must be offered by the school, analyzing the basic aspects for the teaching work within the context of the inclusive school. The study is contextualized in the actions implemented by government inclusion policies related to education based on guiding principles such as the National Policy on Special Education. The debate is articulated with the following problematization: Currently, how are educational institutions organized in the face of inclusive strategies for students who have visual impairments? Because it is an exploratory research, the results were achieved with a bibliographical survey in books and articles, which contributed to broaden the understanding of the theme presented. Based on studies carried out by Anache (1994; 2013), Masini (1994), Mosquera (2010), Costa (2012), Matos (2012),Mantoan (2013),contemplating the necessary aspects for school inclusion, based on policies public, which ensure the teaching and learning process for children with specific needs. Thus, the text discussed the set of policies that seek to ensure an education that promotes the development and autonomy of students with visual impairments. The study was structured around three aspects: identifying the formal and legal demands that guarantee the access and permanence of visually impaired students in schools; to categorize the forms of assistance present in the diagnoses of the schools in relation to the structural, technical and methodological adjustments present in the schools and to analyze the processes of assistance to students with visual impairment from the reports of Stage I and II of the Pedagogy Course. Given the difficulty of accessing internship reports, the scarce data indicate that the issue of inclusion is still not very visible within the school and the training process itself. Finally, the research addressed the factors, structural conditions foreseen in the legislation and in the theoretical set considered fundamental to consolidate inclusion in schools. Thus, it is from the relationship of public policy, struggles and the set of ongoing research that one can give visibility to the process of democratization of education in the Amazon, which does not occur without one of its main pillars, inclusion.