Educação especial e inclusiva das pessoas com deficiência visual na Guiné-Bissau: uma análise a partir das políticas educacionais brasileiras

Abstract

The aim of this dissertation was to analyze special and inclusive education for people with visual impairments in Guinea-Bissau based on Brazilian educational policies. The research problem is formulated as follows: what are the special and inclusive education policies adopted to meet the demands of people with visual impairments in GuineaBissau? To this end, an exploratory and analytical bibliographical and documentary study with a qualitative approach was carried out. Questionnaires and semi-structured interviews with teachers, students with disabilities and the school principal were used to collect data. The dissertation provides an insight into the fact that special and inclusive education is still a problem for people with special educational needs in Guinea-Bissau, as the lack of family participation and teaching materials limit student learning. After a bibliographical discussion based on Brazilian educational policies and framed in the context of Guinea-Bissau, the results indicate that unlike Brazil, where the state draws up public educational policies to meet the demands of people with disabilities, the state of Guinea-Bissau has not taken on this responsibility, a fact that leaves people with visual impairments outside the "formal" education system, contrary to the constitution's assumptions - that education is for everyone. This means that the state of Guinea-Bissau must develop special and inclusive education policies in a way that seeks to guarantee quality access and permanence for all students, regardless of their limitations.