Inclusão de estudantes com deficiência na educação de jovens e adultos em uma escola pública de Maceió: realidades e expectativas

Abstract

This study aims to analyze how the inclusion of students with disabilities takes place in the Youth and Adult Education (EJA) program at Escola Girassol, an elementary education institution that offers this modality in the evening shift. Considering this context, the research sought to understand the planning and actions developed by the EJA teachers at the aforementioned school, focusing on inclusive practices and the existence of flexibility and curricular adaptations designed to meet the needs of students with disabilities. Data collection was carried out during the third and fourth internship periods of the Pedagogy course at CEDU/UFAL, also in the evening. The research adopts a qualitative approach, outlined through the case study method. It is emphasized that inclusive education constitutes a right and is materialized through various actions aimed at ensuring the quality of education for all students, promoting their effective school integration regardless of physical, sociocultural, or intellectual conditions. In this sense, the study is based on the assumption that all individuals have the right to an education that respects their differences and values their singularities. The results indicate that, despite the advances and efforts undertaken, the provision of educational services to students with disabilities in the EJA program at Escola Girassol, and, more broadly, in the context of Maceió, still represents a practice marked by inequalities, advancing slowly toward a truly inclusive perspective capable of transforming the situations of social exclusion experienced by this population.