How was being a blind student at school?

trajectories of schoolization of piauienses

Abstract

This study aimed to identify in the social memories of schooling trajectories of blind people from Piauí, situations considered negative and positive experienced in the school environment. It was a qualitative, descriptive research, using the methodology of Oral History. The study included interviews with ten blind people, who experienced basic schooling in the state of Piauí, being four males and six females, all participants from public and private schools, aged between 18 and 50 years. The interviews were conducted virtually through the Google Meet application, due to the COVID-19 pandemic, and, with the help of recording, the interviews were transcribed and analyzed from the perspective of Content Analysis. The data were theoretically analyzed from the assumptions of Historical-cultural Psychology, Historical-Critical Pedagogy and Critical School Psychology. It emerged from the study, the difficulty of mediating knowledge in the classroom by teachers of blind people, without the use of appropriate instruments and means for inclusion, which often treat them from negative stereotypes, as incapable and pitiful people. Exclusion by colleagues in the classroom was also identified, expressed sometimes explicitly, sometimes in a subtle way. Among the positive aspects, the importance of the affectionate relationship and social interaction with colleagues and education workers stood out, which motivated the permanence of these people in school despite the difficulties faced.