Violência Contra Estudantes Com Deficiência em Situação de Inclusão na Escola Pública

Abstract

This article refers to a master's research in education whose central question is the identification of causes that contribute to violence, manifested by prejudice against students with disabilities in a situation of inclusion in public schools. The theoretical-methodological framework adopted was the Critical Theory of Society and Empirical Social Research. The locus investigated was the daily life of a public school in Petrópolis/RJ, with a data collection instrument, a semi-structured interview and remote participation of four elementary school teachers due to the coronavirus pandemic. The results obtained showed that even with the limits imposed by the pandemic and the requirement of remote teaching, the public school and the teachers demonstrated the ability to resist and face violence when considering education and school inclusion based on human rights. In this scenario, teacher and student training and the experience with learning differences and their reception assume priority, envisioning emancipation and the development of sensitivity, pillars for teachers and students to become free thinkers.