Os desafios enfrentados pelos estudantes com deficiência na educação de jovens e adultos: percepções dos professores

Abstract

This Final Paper aims to reflect on the challenges faced by students with disabilities in Youth and Adult Education (EJA), from the perspective of teachers. The research, with a quantitative approach, was conducted through an online questionnaire, organized via Google Forms and distributed to 20 teachers from the municipal network of João Pessoa-PB and the state network of Paraíba, through a WhatsApp group of educators. The study was based on authors such as Paulo Freire (1996), Arroyo (2017), Mello (2016), and Sassaki (2009), as well as the LDB (Law No. 9.394/1996), the LBI (Law No. 13.146/2015), and the Federal Constitution of 1988. The results showed that most of the teachers interviewed have already received students with disabilities in their classes, but many reported not feeling fully prepared to promote effective inclusion. The main difficulties identified were the lack of adapted teaching materials, the absence of accessibility in some schools, and the shortage of continuing education. Nevertheless, the teachers expressed interest in adapting activities. It was also observed that students with disabilities find in EJA a space for support, socialization, and an opportunity to exercise their citizenship. It is concluded that inclusion in EJA requires not only the dedication of teachers, but also consistent and effective public policies, investment in pedagogical resources, and specialized support. Thus, EJA reaffirms itself as a space of social justice, dignity, and life transformation.