A inclusão escolar e acessibilidade na Escola De Ensino Fundamental da Rede Municipal de Fortaleza

Abstract

This work has as interest to experience how accessibility happens within a municipal school in Fortaleza and the school inclusion of its students. Therefore, the choice of this object of study is justified because we deal with a proposal of accessibility as inclusion for all, especially for students with disabilities. Though, when we think of accessibility in school, the architectural and attitudinal aspects are the first ones to come to our minds. However, the condition that guarantees unimpeded access to environments, materials, services and information for anyone goes much further. They also involve communication strategies and even the way we deal with diversity. In addition, it is important to identify and reflect on the essential changes in the physical and communicational space of the school, so that the teaching-learning relationship happens comprehensively and satisfactorily, with no gaps in the learning of students, including people with disabilities, target of Special Education. Therefore, the present research supports the hypothesis that a school with adequate physical structure to receive students with disabilities and with teachers formed with an inclusive conception makes the teaching and learning process more effective. Therefore, the general objective was to analyze how physical and communicational accessibility happens in order to influence the teaching and learning process of the target public students of Special Education in a school of the municipal network of Fortaleza. In this sense, in order to subsidize the research object proposed in this study, references were sought in the already consolidated studies of the authors (VIEIRA, 2010), (CARVALHO, 2013) and (MANTOAN, 2006), since they are scholars and researchers of Inclusive and Special Education in our country. It was used as a qualitative methodology, where through documents, observations and interviews, it was possible to understand the reality in which the school and the school community are inserted. The results pointed out that the locus school of this work is well engaged in inclusion, and both employees and students and their parents support differences and accept them. However, it is concluded that, even having a positive attitude towards the subject, it still lacks some physical, architectural and pedagogical conditions for this reality to actually exist.