Trajetórias escolares de pessoas com deficiências na educação básica: qual lugar da educação especial?

Abstract

The present work analyzes the school trajectories of people with disabilities in basic education, focusing on the schooling process. This is a research conducted with the methodology of oral history applied to four people with disabilities (blindness, deafness and physical disability), through semi-structured interviews and use of content analysis. The study is based on the perspective of Historical-Cultural Theory. The results indicate that the school is fundamental to ensure the schooling of the subject with disabilities, including social overcompensation is one of the elements that contribute to the completion of basic education and, later, access to higher education. Therefore, the school trajectory of people with disabilities shows that the right to education, through teaching based on mediation and development of higher psychological functions, is essential in ensuring their educational training.