Trajetórias Escolares de Piauienses Cegos e Suas Lutas Pelo Direito à Educação: Análises da Psicologia Escolar Crítica

Abstract

The objective of this master's thesis was to understand the trajectories of schooling of blind people from Piauí based on their social memories. Its specific objectives were: To identify in the social memories of the schooling trajectories of blind people from Piauí, situations considered negative and positive experienced in the school space; analyze the relationship between the search for social rights by blind people and the progressive expansion of their insertion in the formal education system in Piauí; to know, from the school trajectories of blind people from Piauí, the different contributing elements and influencing aspects for and insertion in the world of work. It was a qualitative, descriptive research, with the methodology of Oral History, through the bias of narratives of school life trajectories. The research was approved by the Research Ethics Committee (CEP) of the Federal University of Piauí, under the opinion number: 4,077,490. Ten blind people who experienced basic schooling in the state of Piauí participated in the research, six females and four males, aged between 18 and 50 years old. Interviews to narrate the testimonies were carried out virtually through the Google Meet application. The analyzes were made from the Thematic Content Analysis and theoretically

from assumptions that support Critical School Psychology, with emphasis on Historical- cultural Psychology and Historical-Critical Pedagogy. The empirical description of the data

was divided into two studies, the first entitled - "What was it like to be a blind student at school?: Trajectories of schooling of blind Piauí people", and the second study, entitled: Schooling of blind Piauí: social memories and struggles for educational rights”. Among the findings of the first study, the difficulty of mediating knowledge in the classroom, without the use of appropriate instruments and means for inclusion, stands out. Exclusion on the part of colleagues was also identified, an exclusion that was sometimes expressed explicitly (physical aggression, verbal aggression, etc.), as well as in a subtle way (exclusion of group work, avoidance of dialogues, etc.). Among the positive aspects, the importance of the affectionate

13 relationship and social interaction with some colleagues and education workers stand out, which motivated the permanence of these people in school despite the difficulties faced. It is worth highlighting as an important source of support the Association of the Blind of Piauí (ACEP), which was listed in the testimonies as a support institution in the schooling process. Study 2, on the other hand, evidenced the struggle trajectories of blind people for the rights to schooling, as well as the role of this institution in the process of preparation for social life after Basic Education. The study revealed that in the trajectories of schooling of blind people in the state of Piauí, there was a need to fight for schooling rights throughout the educational process of Basic Education. Such difficulties range from the denied right to enrolment, as well as in the teaching-learning process in the classroom with exclusionary practices. Such struggles and difficulties served as motivation for the professional choice after basic schooling. The studies highlighted the need for political training of blind people in the state, as well as their families, regarding their rights related to schooling and citizenship, as well as the need for greater communication between the educational demands of people with the legislative power and public policies for teacher training and school inclusion.