As experiências de escolarização de estudantes cegos no ensino regular em tempos de integração e de inclusão

Abstract

This research aimed to investigate and analyze the similarities and differences between the school experiences of two blind students, with an evident history of school success, who studied in regular schools, at different times: the first, in the 1960/1970 (during the validity of school integration policies) and the second, in the 2000s (when school inclusion policies were in force). To expand the analysis of these school trajectories beyond the consequences of these policies, based on the contributions of Dubet (1994) and Dubet and Martuccelli (1998), these experiences were compared with the different school structures that the Brazilian school experienced in this period, as a result social and economic changes. For this, the data were collected through semi-structured interviews, whose main result was the following: while it was enough for the subject who completed his education in the 1960s / 70s to comply with school rules to achieve success, both at school and professionally, the interviewee who completed his education in the years 1990/2000 had to use different strategies to achieve school and professional success similar to the first. With regard to broader social integration in adulthood, despite the different principles that governed each of the policies then (integration x inclusion), the data showed that the social relations of both were very limited