SCHOOL INCLUSION OF VISUALLY IMPAIRED STUDENTS FROM DISTRITO FEDERAL: INTERFACE FAMILY AND SCHOOL.
High School; Education of people with disabilities; Family and School; Qualitative Research; Documentary Method
This doctoral thesis is linked to the research line Comparative Studies in Education (Ecoe), of the Postgraduate Program in Education (PPGE), Faculty of Education (FE), University of Brasilia (UnB), and was developed within the Generations and Youth Research Group (GERAJU). It aimed to understand the school inclusion and the family mediations in the trajectories of visually impaired students enrolled in public high schools in the Federal District (DF), seeking to conceive the ways that school institutions and families structured themselves so that students reached the last stage of national basic education. Supported by the reconstructive qualitative approach, it focused on the analysis of discussion groups held in virtual format in the context of the Covid-19 pandemic, and which were interpreted by the Documentary Method. The results point out that family support and monitoring were determinant for the entry and permanence of students in their school paths; experiences of structural and attitudinal barriers in schools ratifying that accessibility is a crucial element for the right to education of students with disabilities; the need to strengthen the Specialized Educational Attendance; the social isolation demanded by the pandemic forced the use of technology resources and that such artifacts and the Internet enabled the students' expectations in terms of study, leisure and inclusion; a collective effort is needed to fight and oppose segregationist and capacitating practices, ensuring accessibility, equity and dignified living conditions to students with disabilities.