Acessibilidade arquitetônica nas escolas estaduais de Governador Valadares: caminhos e desafios para a equidade

Abstract

The present dissertation was developed in the Professional Master's degree in Education Management and Assessment (PPGP – Professional post-graduation program) of the Center for Public Policy and Assessment in Education of the Federal University of Juiz de Fora (CAEd/UFJF). Assembling the literature about the rights of disabled people and the newer paradigms about school inclusion, we present a management case, which will discuss the architectural acessibility at three state schools in Governador Valadares city and the path taken by the corresponding school principals in order to turn the school buildings acessible. With the problems found to eliminate the physical and attitudinal barriers pertaining to inclusion we ask what are the necessary actions among the responsabilities from the Supervision of School Infrastructure to promote de architectural acessibility in the state school buildings from Governador Valadares. The main goal of this work is identifying the problems that occurs either in schools also in the Supervision of School Infraestructure that prevents the architectural adaptations in the school buildings. The specifics goals are: describing how occurs the inclusion and exclusion processes in schools according the architectural features on the built spaces, analysing the architectural features on the school buildings that leads to inclusion or exclusion of the students in three schools from Governador Valadares, and proposing an Educational Action Plan based on access and permanency of disabled people in the mainstream school, searching for manners to promote it through solutions useful for school principals, professionals from Educational State Secretary, who works in this field as engineers, architects and building technicians. Theoretical references includes studies from Sassaki (2005), Mantoan (2003) and Santos (2002) about school inclusion, and Duarte and Cohen (2006), such as Ribeiro (2004) about architectural accessibility as the way to develop affection for the place. To develop this work, we use as methodology the qualitative research through applied questionnaires and structured interviews. The responding public was the schools principals and the thecnicians from the Regional Education Department. The data analysis let us a better comprehension of the main barriers faced to the necessary reformulation by the public buildings schools about acessibility and lead us in a path to eliminate this barriers in an effective and powerful way, contributing to educators, in order to promote de equity in access and permanency of disabled people in public school.