Dimensões projetada, construída e percebida: reflexões sobre ambientes escolares e acessibilidade no Seridó Ocidental Paraibano

Abstract

An accessible school environment allows everyone access and permanence, regardless of whether they have disabilities or not. This must consider the variety of human conditions and promote the elimination of barriers that make it impossible for students with disabilities to remain in school. Therefore, physical-spatial accessibility needs to be inserted in discussions about inclusive education, in order to contribute to ensuring access and permanence for students with disabilities. In this sense, this research studies the relationship between physical-spatial accessibility and inclusive education, focusing on the production of an inclusive school architecture. The objective was to evaluate the existing school architecture in the interior of Paraíba from the point of view of accessibility, considering 03 distinct and subsequent dimensions: what was designed, what was built and what is perceived by the disabled user, analyzing them separately in order to contribute to the systematization of strategies for accessible school environments. This research has as object of study the Program of Integral Citizen Schools of the Government of the State of Paraíba, especially schools of the Microregion of Seridó Ocidental Paraibano, in the municipalities of São Mamede, Santa Luzia and Junco do Seridó. As a methodology, a referential and documentary survey was made about inclusive education, accessibility and inclusive school architecture; followed by an analysis of the physical-spatial accessibility conditions of buildings, through the application of an accessibility assessment spreadsheet and its architectural projects from the researcher's point of view, using tools such as VGA, part of the spatial syntax; as well as the analysis of the user's perception through semi-structured questionnaires, carried out with the direction and teachers of the schools and the management of the Program, as well as the method of the wishes poem, applied to students with disabilities. As a result, from the analysis and comparison of the data collected since the application of the methods, according to each dimension, it was observed that, for the Program, the process covered between the dimensions is flawed. Problems that still arise in the design phase cause a series of difficulties, mainly for the autonomous use of the school environment by students with disabilities. However, at the end of the interpretation of all collected data, solutions were recommended for the main problems found individually in each of the schools studied, as well as strategies for school environments with accessibility, in general, were also elaborated.