Life Story and Inclusion Journey of a Blind Student who Challenged Regular Education in the State of AcreABSTRACT:
This article presents the narrative of a blind individual’s school experiences throughout his journey in Basic Education. The main objective was to investigate his educational trajectory to understand the conditions of access and permanence in mainstream schools. The life story method was employed, as it emphasizes the protagonism of the subject who experienced the social and historical events, allowing for an understanding of personal trajectories amidst the experiences of social phenomena. The study sought to answer the following question: How were the access and inclusion experiences of visually impaired students, and how did they influence their permanence? This study is grounded in the Theory of Permanence, based on Kohls-Santos (2020, 2022), which investigates the variables influencing students’ decisions to remain in their educational journey, enabling the reorganization of pedagogical practices in educational institutions. The results indicated that, during the schooling process, the interviewee faced multiple barriers to achieving academic success, requiring the development of familial and individual strategies to ensure his permanence.
KEYWORDS:
Inclusion; Permanence; Visual impairment; Life stories
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Nota de acessibilidade: Fluxograma composto por caixas de texto retangulares de bordas verdes conectadas por setas azuis. No alto, à esquerda: “Entrevistado: participação ativa (narração, reflexão e construção dos dados)”. À direita: “Pesquisador: conduz o exercício intencional de reflexão por meio da escuta atenta”. Conectados abaixo à: “Ambos aprendem e constroem novos saberes”. No final: “Desenvolvimento Humano e Enriquecimento da Prática Docente”.