Educação inclusiva em uma escola da educação de jovens, adultos e idosos em Maceió: perspectivas e desafios

Abstract

This article aims to reflect on the inclusive process for students with disabilities in Youth, Adult and Elderly Education (EJAI), in a school located in the municipality of Maceió/AL. To collect data in a comprehensive and objective manner, this research used a qualitative methodology, based on a case study. Interviews with teachers and observations carried out in 2023 were used as data collection instruments. After the analysis, it was noticed that the school has difficulties in promoting inclusion in a consistent way. The teachers' narratives emphasize great challenges in implementing inclusion in a way that guarantees the rights of students with disabilities in EJA(I). It became clear, therefore, that the desired inclusion for students in this modality is not happening in the school studied, either due to a lack of training for educators or due to the absence of physical structure and accessibility. In view of the above, it can be seen that there is negligence in serving these individuals, denying inclusive education to EJA(I) students with disabilities. What is offered to these individuals is minimal, with inclusion being very far from what is practiced in this modality. The right to a quality education is denied to this population, and the repercussions of this denial contribute to the maintenance of mechanisms of silencing, subordination, and consequently, to the illiteracy of students with disabilities in EJAI (Youth and Adult Education).