For inclusive education: the space insert of people with disabilities in the school environment (Original)

Abstract

The purpose of this article is to understand the spatial insertion of people with disabilities in the school environment and contribute to the advancement of inclusive education. It includes the results of a scientific initiation research developed at the Goiano Federal Institute, Campus Trindade (Goiano IF, Campus Trindade), which, based on the production of primary data, bibliographic review and documentary analysis, allowed for the analysis of the concept of disability, school and the spatial insertion of PCDs in school settings. The Trindade Campus was the empirical basis for data collection, which revealed the possibilities and challenges of the process of inclusion of the DCs in this school unit, which is part of the federal network of technical and technological teaching in Brazil. In the theoretical framework, the research process collaborated to understand that the study of the spatial insertion of DCs can contribute substantially to the advancement of the principles of inclusive education, mainly due to their perspective on the spatial trajectories of these subjects and the existential dimension of their lives.