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Uma análise da acessibilidade na inclusão das pessoas com deficiência motora em uma escola estadual de tempo integral na cidade de Macapá
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação_39430 | 1.35 MB | Adobe PDF |
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Abstract(s)
Esta pesquisa analisa as condições de acessibilidade dos estudantes com deficiência motora em uma escola de tempo integral em Macapá, considerando aspectos físicos e pedagógicos sob a perspectiva da Lei Brasileira de Inclusão (2015). No referencial teórico foram discutidos as acessibilidades dos estudantes com deficiência motora, perpassando pelas teorias de acessibilidade do indivíduo com comprometimento motor, a lei da inclusão, o processo de inclusão, a acessibilidade do espaço físico da escola, as condições de acesso e a formação contínua para a capacitação tanto para os professores regulares quanto para os professores do AEE. Na metodologia, optou-se por uma pesquisa de campo em uma abordagem qualitativa, através de um estudo descritivo com método indutivo, que se caracteriza pela observação detalhada do contexto, apresentando premissas para, adiante, se concretizar a realização dos objetivos propostos. Concluiu-se que, apesar dos grandiosos avanços em prol da melhoria de vida das pessoas com deficiências motoras, infelizmente a maioria das escolas ainda não oferecem a infraestrutura completa para atender aos alunos com deficiência motora. É importante que o governo procure sanar as lacunas existentes nas estruturas físicas das escolas, a fim de oferecer tanto o transporte quanto condições de inclusão aos alunos com necessidades especiais e com deficiência motora. Somente através de um compromisso coletivo e ações concretas é que se pode assegurar que indivíduos com este tipo de comprometimento se sintam totalmente integrados e valorizados na sociedade.
This research analyzes the accessibility conditions of students with motor disabilities in a full-time school in Macapá, considering physical and pedagogical aspects from the perspective of the Brazilian Inclusion Law (2015). In the theoretical framework, the accessibility of students with motor disabilities was discussed, covering the theories of accessibility of individuals with motor impairment, the inclusion law, the inclusion process, the accessibility of the school's physical space, the access conditions and continuous training for the qualification of both regular teachers and AEE teachers. In the methodology, a field research was chosen with a qualitative approach, through a descriptive study with an inductive method, which is characterized by the detailed observation of the context, presenting premises to, later, achieve the proposed objectives. It was concluded that, despite the great advances in favor of improving the lives of people with motor disabilities, unfortunately most schools still do not offer the complete infrastructure to serve students with motor disabilities. It is important that the government seeks to fill the gaps in the physical structures of schools, in order to provide both transportation and inclusion conditions for students with special needs and motor disabilities. Only through collective commitment and concrete actions can it be ensured that individuals with this type of impairment feel fully integrated and valued in society.
This research analyzes the accessibility conditions of students with motor disabilities in a full-time school in Macapá, considering physical and pedagogical aspects from the perspective of the Brazilian Inclusion Law (2015). In the theoretical framework, the accessibility of students with motor disabilities was discussed, covering the theories of accessibility of individuals with motor impairment, the inclusion law, the inclusion process, the accessibility of the school's physical space, the access conditions and continuous training for the qualification of both regular teachers and AEE teachers. In the methodology, a field research was chosen with a qualitative approach, through a descriptive study with an inductive method, which is characterized by the detailed observation of the context, presenting premises to, later, achieve the proposed objectives. It was concluded that, despite the great advances in favor of improving the lives of people with motor disabilities, unfortunately most schools still do not offer the complete infrastructure to serve students with motor disabilities. It is important that the government seeks to fill the gaps in the physical structures of schools, in order to provide both transportation and inclusion conditions for students with special needs and motor disabilities. Only through collective commitment and concrete actions can it be ensured that individuals with this type of impairment feel fully integrated and valued in society.
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Keywords
Educação Inclusão Deficiência motora Acessibilidade Education Inclusion Motor disability Accessibility