Estudantes com deficiência visual do ensino médio do Rio Grande do Norte: trajetória e acesso à educação superior

Abstract

The context of Brazilian high school education has been marked by numerous challenges for people with disabilities, such as gaps in teacher training, communicational, pedagogical, and architectural barriers, among others. Given these challenges, this study sought to understand and analyze the educational trajectory of visually impaired high school students in accessing higher education. Specifically, the following objectives were outlined: to map visually impaired high school students enrolled in the 1st Regional Education Directorate (DIREC) in the state education network of Rio Grande do Norte (RN); to identify the educational trajectories of visually impaired students up to the current stage; to list the institutional support and services available to visually impaired students for their retention and completion of high school; to identify elements that present challenges for visually impaired students in accessing higher education; and to develop a guidance guide specifically for visually impaired students transitioning from high school to higher education, based on the perceptions reported by the research participants. In terms of theoretical and methodological aspects, this study emphasizes research and policies in the field of Special Education and the inclusion of people with disabilities in high school. The research adopts a qualitative approach with an exploratory profile. Data collection procedures included field research and semi-structured interviews, as well as a bibliographic and documentary review. For data analysis, the principles of Thematic Analysis by Minayo (2014) and Braun and Clarke (2006) were employed. The guiding thematic axes of the analysis and discussion were: educational trajectory; institutional services and accessibility resources; and access to higher education. Based on the findings, we consider that the challenges reported by the students are not limited to the high school stage but span their entire educational journey, where the family plays a crucial role in overcoming difficulties. We also observed that, although most students aspire to enter higher education, many do not receive adequate guidance during high school regarding the subsequent stage. Therefore, we hope this research contributes to studies focused on implementing effective and collaborative practices for the inclusion of visually impaired students in high school, as well as facilitating their access to higher education through a guidance guide developed as the technical-educational product of this professional master's program.