O direito à educação dos alunos público da educação especial no município de Vitória/ES: como a questão socioeconômica interfere na aprendizagem?
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Data
2026-02-23
Autores
Bruim, Wycthória Siqueira de
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Universidade Federal do Espírito Santo
Resumo
This study aims to analyze how socioeconomic issues interfere with learning within the right to public education for special education students in the municipality of Vitória, Espírito Santo. It is relevant because it studies the reality of a municipality that is the capital of the state of Espírito Santo and because it provides relevant results for the field of education. Lev S. Vigotski's historical cultural theory was used as the theoretical basis for reflection and interpretation of the data produced, based on the following main concepts: mediation, culture, interaction, and language; the geography of disability, relating geographical space (with its physical, social, economic, and attitudinal barriers), acting as a mediator and a determining or limiting factor; and the right to learn, highlighting that learning goes beyond attending school and is composed of a set of factors (pedagogical and professional practices). The specific objectives were: a) To map the socioeconomic and demographic profile of public special education students in the early years of selected municipal schools in Vitória/ES, establishing correlations with the infrastructure and physical-spatial accessibility conditions of each institution; b) To investigate public education policies aimed at people with disabilities in the municipality of Vitória/ES, analyzing their implementation and challenges; c) To comparatively analyze the pedagogical strategies and adapted teaching resources, including assistive technologies, implemented by teachers in schools of different socioeconomic levels (SEL) to guarantee the right to learning for students with disabilities; d) To problematize the relationship between the socioeconomic conditions of families and the spatial/geographic barriers faced by students with disabilities in accessing education and full development, in light of Vigotski's historical-cultural theory and the Geography of Disability. As a methodological contribution, this paper relied on bibliographic, documentary, and qualitative research and comparative studies in education. As a data collection technique, semi-structured interviews were conducted in the participating schools. It was noted that it is necessary to articulate structural issues (physical space) with didactic issues (provision of materials, teacher training) for the teaching and learning process to take place, since mediation does not happen on its own; it is necessary for students receiving special education to have the necessary resources for their development. The results reveal that there are significant differences between educational institutions. While accessibility and pedagogical resources are offered on a larger scale, other schools face geographical barriers and a lack of materials. Although the municipality is making progress in offering assistive technologies, notably the TiX Literacy program and the expansion of Specialized Educational Services (AEE), it can be concluded that socioeconomic and special issues play a mediating role in this process, which can either benefit or hinder students' access to education.
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Palavras-chave
Direito à educação , Educação especial na perspectiva inclusiva , Geografia da deficiência