Deficiência visual : da política educacional à organização escolar

• Ano de defesa: 2016
• Autor(a) principal: Carvalho, Merislandia Paulo da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Vision impairment; School inclusion; Education; Special Education policy; Deficiência visual; Política de educação especial; Deficientes visuais - Educação; Educação especial - Aspectos políticos; Escolarização; Inclusão escolar; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8585

This study aims at investigating how the schooling processes of students with vision impairment take place in elementary schools according to local educational policies in the City of Vila Velha, ES, Brazil. The theoretical framework was grounded on contributions by Boaventura de Sousa Santos for the subsequent discussions. The methodology was based on cartography, which is a method that follows movements and investigates processes. The empirical sphere was made up by the Special Education Center of the municipal education network and a by a public municipal elementary school, from the 1st to 9th grade, which was also attended by some visually impaired students. A focus group was also carried out with visual impairment teachers of this network. The study results show that there have been advances and backlashes in the field. Today, schools try to serve students during out-of-school hours and implement reference-schools. This is what the local government has attempted so as to ensure education for students with vision impairments. The study shows that there are expectations among most specialized teachers. We deem important to have one teacher to assist each student with vision impairment in regular school classrooms. This is due to the poor interaction between the specialized teacher and the main teacher in the classroom. The offer of continuing education for teachers who work with visually impaired students in collaborative service has been taking place. However, it is necessary to improve this offer to other school professionals so as to improve collaboration, which is mandated in the local regulatory documents. The study shows that in the school investigated, the attempts to improve opportunities and performance of students are indications of the possibilities to teach students with vision impairment, even when they study with students with other disabilities.