Acessibilidade em ambiente escolar: um estudo de caso nas escolas municipais de educação básica de Aragarças - GO

Abstract

According to the Federal Constitution of 1988, education is a universal right, just as equality is a fundamental right. The Brazilian Magna Carta determines that the right to education is not only the guarantee of access and permanence in basic education, but also the guarantee of a quality standard for all. Education institutes a process of individual development proper to the human condition and for inclusive education to happen satisfactorily, it is necessary to extinguish barriers, such as architectural ones, that make it difficult to implement the guidelines established in laws and regulations in favor of inclusion and accessibility. The objective of this research is to analyze the conditions of accessibility in municipal basic education schools in Aragarças (Goiás) based on the current Brazilian laws and regulations for people with disabilities, focusing on physical disability, visual impairment, reduced mobility and the association of two or more of these. To this end, a comprehensive study was carried out on the laws and standards that deal with accessibility, in addition to highlighting some fundamental concepts for a better understanding of the ABNT NBR 9050 of 2020 and that are closely related to accessibility and inclusion. This work also addressed some positive examples of school projects that have accessibility, in order to contribute to the enrichment of the theme and show that a school environment that respects regulations and is accessible is possible. As a methodology, a checklist based on the ABNT NBR 9050 of 2020 and on the laws and regulations in force was used. Through the results found after the survey and analysis of the data, it is noted that there are numerous problems in schools, such as the lack of adequate floors, the lack of at least one accessible bathroom and the lack of tactile signage in all schools. In general, it is concluded that more than half of the verified items do not meet the current standards, indicating that the municipal schools of Aragarças are still far from the ideal of accessibility and need greater supervision and awareness on the part of not only public agencies, but of the entire population. In view of this, some suggestions were made for possible solutions to the problems encountered.