A inclusão escolar de pessoas com deficiência visual no ensino de química: uma análise pedagógica, política e normativa

Abstract

This study investigates the school inclusion of students with visual impairments in chemistry teaching. We have as a guideline that the inclusive 'school is the national education policy, being it unconditional, open, articulated to the paradigm shift required by contemporary thinking. In this sense, we realize that there is a complexity of factors that must be transformed and promoted in order to meet the perspectives of the current education policy. Therefore, the object of this study involved knowing the perspectives of special education in Brazil, in addition to analyzing the organization, training of educational agents, resources and the pedagogical dynamics existing in state public high schools in Uruguaiana/RS for the inclusion of students with disabilities. visual impairment in the chemistry curriculum component. The study is a qualitative research, the methodology applied used documents and videos attached to the Direct Action of unconstitutionality-ADI nº 6.590/DF, promoted against decree 10.502/20, which aims to regulate Special Education in Brazil, and questions sent via the portal transparency to the participating institutional bodies, in order to extract the reality, perspectives of Special Education in the country, as well as the existing investment policies for this specific area. With the information in hand, we applied content analysis from the perspectives of Bardin (2016). Through this analysis, we understand that Special Education in the Inclusive Perspective requires actions and investments that have not yet reached regular schools, to actually enable the inclusion of these students. This does not mean that in this journey there were no advances, mainly with regard to guaranteeing the rights provided for in the current legislation, but that the evolution is slow, since the transposition of these rights to the school reality is still slow and precarious.