Desafios da inclusão e do acolhimento educacional de estudantes com deficiência visual na educação básica na perspectiva dos sujeitos envolvidos no processo

Abstract

This research, situated within the field of special education from an inclusive perspective, aimed to investigate the process of inclusion and welcoming practices of students with visual impairment in state schools under the Regional Superintendence of Education of Teófilo Otoni, from the perspective of school managers and basic education specialists involved in this process. The study is based on the assumption that such practices constitute a fundamental dimension for the realization of inclusion, as they involve listening, dialogue, and recognition of students’ singularities, contributing to their participation, permanence, and learning in the school environment. It is argued that inclusive education goes beyond mere access to school, requiring transformations in pedagogical practices and institutional organization. In this regard, welcoming is understood as a continuous practice and as a structural element of an inclusive school culture. From a methodological standpoint, this is a qualitative study of an exploratory and descriptive nature, supported by quantitative data. The field research was conducted in state schools, and data collection involved the application of electronic questionnaires. The analysis was carried out using the content analysis technique, according to Bardin, enabling the categorization and interpretation of data in dialogue with the adopted theoretical framework. The results showed that the welcoming of students with visual impairment is recognized by participants as a relevant practice, especially during initial stages of school integration. However, the findings indicate that these actions are still, in many cases, poorly systematized and often depend on individual initiatives by professionals, revealing weaknesses in institutional organization. Furthermore, significant challenges were identified regarding the continuing education of professionals, the availability of accessible pedagogical resources, and the lack of clear guidelines to support practice. These findings point to a mismatch between the normative advances in inclusive education and their effective implementation in everyday school practices. It is concluded that such practices should be understood as a continuous, intentional, and articulated process that requires institutional planning, investment in professional development, and a collective commitment to the construction of inclusive pedagogical practices. As a contribution, the study proposes the development of a Guidance Guide aimed at supporting schools in organizing more structured and effective actions, fostering the full inclusion of students with visual impairment.