Desafios no acesso e na permanência de pessoas com deficiência no ensino regular em Sergipe

Abstract

This study addressed the challenges faced by students with disabilities in accessing and remaining in mainstream education in Sergipe. The general objective of the research was to analyze the challenges faced by students with disabilities in accessing and remaining in mainstream education in Sergipe, and the specific objectives were to investigate the historical context of special education in Sergipe; analyze the sociodemographic characteristics of students with disabilities enrolled in Sergipe; and identify the challenges of access and retention in Sergipe. To achieve these objectives, the study was developed using a quantitative-qualitative approach to understand the main elements that permeate the researched topic. This type of investigation allows for analysis of the object based on the context in which it is inserted, considering its relationships and structural characteristics. The theoretical framework was constructed based on the reading of dissertations, theses, articles, and specific journals, which provided support for the analysis of the object of study. Authors who address the topic from a critical-dialectical perspective were sought, as this approach allows for a comprehensive understanding of reality, learning about the interaction between individual and collective dynamics, placing the topic in its socio-historical context, that is, considering both the current situation and the structure of society. For data collection, information provided by the Brazilian Institute of Geography and Statistics (IBGE) was used, through tables on People with Disabilities and Social Inequalities in Brazil, information from the Continuous National Household Sample Survey (PNAD Contínua), the National Disability Information System (SISDEF), the Economic Research Institute Foundation (FIPE) in partnership with the Ministry of Education (MEC), and the Rodrigues Mendes Institute in partnership with the Unibanco Institute, the Lemann Center, Todos Pela Educação, and the United Nations Children's Fund (UNICEF). Considering the results, the study points out that school inclusion in the state of Sergipe requires a collective commitment involving public authorities, education professionals, families, and society in general. It is a task that goes beyond compliance with legal norms and calls for the construction of an educational culture based on equity, social justice, and respect for human diversity.