ACESSO, PERMANÊNCIA E ATENDIMENTO EDUCACIONAL ESPECIALIZADO DE DISCENTES COM DEFICIÊNCIA VISUAL NA EDUCAÇÃO BÁSICA

Abstract

Access, retention, and specialized educational services (SES) constitute rights guaranteed to students classified as the target public of Special/Inclusion Education, as established in the Brazilian legal framework. Resolution CNE/CEB No. 2, dated September 11, 2001, guides that the pedagogical projects of educational institutions must include curricular flexibilization measures and evaluative strategies compatible with the specific educational needs of these students. Despite normative advances, concrete challenges persist regarding the effectiveness of these guidelines, particularly concerning the inclusion of students with visual impairments in basic education. Thus, a gap is identified in the field of empirical investigations focused on analyzing institutional inclusion practices, especially in the context of university-affiliated application schools linked to federal universities. In this regard, the present study has the general objective of analyzing the conditions of access, retention, and the operation of specialized educational services aimed at students with visual impairments enrolled at the University College (COLUN) of the Federal University of Maranhão, located in São Luís. The research is qualitative in nature, with an exploratory and descriptive character. The research participants comprise two students with visual impairments (representing 100% of the school population), twenty-four teachers who work directly with these students, and five SES professionals linked to the Center for Assistance to Persons with Specific Educational Needs (NAPNEE). Data collection was carried out through semi-structured interviews, followed by interpretative analysis grounded in the theoretical frameworks of inclusive education and educational public policies. Preliminary findings reveal that although COLUN possesses policies, resources, and a specialized teaching staff to serve students with visual impairments, bureaucratic, pedagogical, and structural barriers still impose significant limitations on access, retention, and specialized educational services for these students.