Evolução histórica da Educação para deficientes visuais: desafios, inclusão social e resiliência

Abstract

Introduction: Visual impairment has historically been associated with magical-religious perspectives during the Middle Ages, leading to marginalization and social exclusion. However, advancements such as the creation of the Braille system and the establishment of the first school for the blind in France aimed to integrate visually impaired individuals into society. In Brazil, the Imperial Institute for Blind Children, founded in the 19th century, marked a milestone in the education of visually impaired people, contributing to their social reintegration. 

Objective: This study aims to conduct an in-depth investigation into the historical evolution of education for visually impaired individuals, covering perspectives from medieval times to contemporary advancements. The focus is on understanding the challenges faced, inclusive policies, and resilience in the context of visual impairment.

Methodology: The methodology employed is based on a literature review encompassing scientific articles and studies published in the last five years. The literature review explores historical aspects of visual impairment, inclusive policies in Brazil, and strategies by the Ministry of Education to enhance accessibility in school environments. Critical analysis of these sources allows for a comprehensive understanding of transformations in educational approaches for visually impaired individuals.

Results and Discussions: The literature review also highlights the evolution of the concept of social inclusion, particularly within the context of visual impairment. Law 13.146, known as the Brazilian Law for Inclusion of Persons with Disabilities (Statute of Persons with Disabilities), represents a fundamental legal milestone in ensuring rights and promoting equality of opportunities. However, achieving social inclusion in education requires not only legal measures but also the implementation of educational policies ensuring accessibility and quality teaching. Analysis of Ministry of Education policies reveals progress, such as offering continuous professional development courses for teachers and financial support for architectural adaptations in schools. Nevertheless, challenges remain in implementing these measures, especially concerning specialized training and qualified support for visually impaired students. Real inclusion extends beyond physical infrastructure, necessitating inclusive and personalized pedagogical practices.

Regarding resilience in the context of visual impairment, the literature review underscores its critical role in overcoming obstacles and building a positive identity. Personal accounts, such as that of Marco Antônio Queiroz (MAQ), founder of the Bengala Legal website, highlight the diversity of experiences and the importance of resilience in facing challenges encountered by visually impaired individuals. Moreover, contemporary understanding of resilience as a complex phenomenon influenced by interpersonal, cultural, and institutional factors underscores the need for an integrated approach in resilience promotion. Measures such as societal awareness, implementation of inclusive practices in schools, and psychosocial support emerge as crucial strategies to strengthen resilience among visually impaired individuals.

Conclusion: This research underscores the importance of understanding the historical evolution of education for visually impaired individuals and contemporary challenges in social inclusion. Resilience emerges as a crucial tool in overcoming adversities, emphasizing the need for policies and practices that promote not only inclusion but also psychological well-being and educational quality for visually impaired individuals. The study reinforces the importance of effective measures in creating truly inclusive educational environments.