A INCLUSÃO DOS ALUNOS COM DEFICIÊNCIA VISUAL NA REDE PÚBLICA DE ENSINO

Abstract

The present work discusses, through a bibliographic survey of a qualitative nature, the inclusion of visually impaired students in the public school system. The aim of this survey is to analyze the professional performance of teachers in relation to blind students, verifying the inclusion policies guaranteed in the Law of Directives and Bases of Education education plans implemented in schools. The work itself initially brings a historical analysis of the inclusion of blind students in the public school system. Such stigma is historical and linked to the way people with disabilities have been treated in society over the years. The historical analysis also points out that, from the moment when the vision of people with disabilities began to change positively in society, their inclusion in schools made progress. Then, the work reviews some public policies considered important milestones for the process of inclusion of blind students in the public school system. It discusses technologies that helped the teaching-learning process of these students and, therefore, promoted their inclusion in public education. Finally, the work points out the challenges faced and the existing problems, which are largely about the lack of policies for the training of professionals that meet the demands of these students, concluding that the teacher properly trained to carry out the necessary mediation between the diverse social subjects is a fundamental part in the reorganization of retrograde and prejudiced logics, acting as a propeller of an increasingly plural and inclusive education.