Inclusão de Pessoas com Deficiência na Educação de Jovens e Adultos (EJA), Nível Ensino Médio, em Escola do Sul de Minas Gerais

Abstract

This study aimed to analyze the inclusion of people with disabilities in Youth and Adult Education (YAE) at the high school level in a state public school located in the south of the state of Minas Gerais. To this end, a qualitative study was developed through a case study, with data collection through observation of daily school life and interviews with YAE students with disabilities and their families. Guided by the theoretical framework regarding the assumptions of YAE, reflections on the inclusion of people with disabilities and the concept of support, the hypothesis raised considered that the experience of people with disabilities in YAE at the school studied would reveal another facet of exclusion in the lives of these students, since the school context would not promote the inclusion necessary for the permanence and completion of basic education for this public through YAE. As a result, it was found that the school promotes inclusion through welcoming students with disabilities and interaction between teachers and students with and without disabilities, but it needs to adapt/eliminate some attitudinal, physical and pedagogical barriers that are not in line with the proposal of inclusive education to ensure, in daily practice, the effectiveness of inclusion for students with disabilities in YAE. In addition, the research showed that although students with disabilities in YAE participate in other social networks outside of school, the family presented itself as the main support in their schooling trajectories, from encouraging them to return to school to continuing their studies.