(IN)visibilidade de estudantes com deficiência na educação de jovens e adultos (EJA) no município de Almirante Tamandaré – Paraná

Abstract

This research deals with Youth and Adult Education at the interface with Special Education. The guiding question is: what are the main factors that contribute to the (in)visibility of students with disabilities in Youth and Adult Education (EJA), in the city of Almirante Tamandaré/PR? The general objective of the study is to analyze the factors that contribute to the (in)visibility of students with disabilities in Youth and Adult Education (EJA). The specific objectives are: a) to present a historical, social, political and pedagogical overview that involves EJA and Special Education; b) identify the profile of students with disabilities served in the city of Almirante Tamandaré/PR and those residing in the same city, but served through agreements with other city; c) indicate the national, state and municipal policies that regulate the education of young people and adults with disabilities; d) discuss the service and pedagogical practices that permeate special education in the city. This is a research with a qualitative approach, of a documentary type, organized based on literature, statistical data and documentation that govern the schools in Almirante Tamandaré that offer this type of teaching, in addition to municipal, state and federal legislation. In conclusion, the main factors that contribute to the invisibility of EJA students with disabilities are: 1. Student profile: the psychoeducational assessment process does not include the completion of the report by a neurologist, that is, there is a gap in understanding the individual profile of these students, which makes it difficult to define the necessary resources for assistance and planning personalized activities; 2. Municipal legislation: although there is federal and state legislation, the lack of Municipal Education Councils and the lack of specific municipal legislation leave managers and educators without a clear frame of reference for their pedagogical practices, which can lead to the involuntary exclusion of these students, and can also result in inadequate resources for the physical and technological accessibility of schools; 3. Pedagogical practices: although the state of Paraná has been offering training to teaching staff through the “Formadores em Ação” movement and at the municipal level there is still no specific training. Furthermore, the training offered is aimed only at regular education, requiring EJA and Special Education teachers to adapt their pedagogical practices according to their own knowledge and experiences.