Panorama sobre acesso e permanência de estudantes com deficiência na educação básica no Brasil: uma revisão da literatura

Abstract

This research aims to map, analyze and synthesize relevant data on the access and retention of students with disabilities enrolled in primary education, considering the inclusion process, where the critical analysis of these sources will allow an in-depth understanding of the different theoretical perspectives and methodologies of research. Research strategies: Research consists of a broad search for studies on the topic by exploring sources of information to conduct research and, based on this data, build networks and ideas that articulate knowledge. When searching for relevant sources in four databases (Google Scholar, Scielo, Lilacs, Iusdata), some specific phrases were used to facilitate the retrieval of these documents, facilitating the understanding of relevant content amid large volumes of information, such as: person with a disability; inclusion; accessible resources; inclusive learning, etc. Selection criteria: Some works found were excluded, as they did not present clear conclusions on the topic, and included studies that fit into dissertations, theses, articles, books, or magazines, with sources from the last 10 years. Data analysis: Data obtained from different sources were subjected to a screening process and careful inclusion and exclusion analyses, works potentially relevant to the review were presented in a procedure sheet prepared by the author of this work, containing data on the identification, selection, eligibility and inclusion of studies. Results: 71 studies were initially found. After applying the inclusion and exclusion criteria for reading the abstracts, 26 studies were excluded (non-specific focus, lack of relevance in relation to the topic, did not respect the time limitation), resulting in a set of 45 studies for a complete reading. After detailed analysis of these studies, 8 texts were excluded due to lack of compliance with the pre-defined parameter criteria, resulting, in the end, in the inclusion and full analysis of 37 studies. Conclusion: The need for an in-depth study of the educational system aiming at inclusive pedagogical practices is highlighted, recognizing the uniqueness of each student. Teachers must be prepared for differentiated approaches, promoting interaction between students with and without disabilities in the classroom. This inclusion not only seeks accessibility, but also empowers communities, valuing the diversity and uniqueness of each individual and ensuring the student's permanence within the school.