SCHOOL ACCESSIBILITY:
equity and autonomy guarantee
Abstract
This work presents a survey on the spatial accessibility at the Public School of the Basic Education in the capital of Minas Gerais, which by the current laws of the country, serves the public Special Educational Needs. For this purpose, mapping was done to visualize the percentage of accessibility of the referred school, according to the Accessibility Manual made available by MEC (2009), ABNT NBR 9.050: 2020, ABNT NBR 14,350/1999, and Federal Act. nº. 5,296/2004. The data obtained showed that 181 (one hundred and eighty-one) out of 262 (two hundred sixty-two) mapped items are not accessible, totaling a percentage of 69%. The numbers have increased when the 35 (thirty-five) items that have not been evaluated are excluded, as they are not applied to the mapped school, with a total percentage of 80% inaccessibility. After analyzing the data, and inaccessibility index was perceived in the mapped school, which makes it urgent to evaluate and invest so that such spaces are accessible to people with disabilities and their rights to inclusive environments have been guaranteed.
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O(s) autor(es) do presente trabalho assegura(m) que:
1. participaram do trabalho de maneira a responsabilizar-se publicamente por ele.
2. revisaram a forma final do trabalho e o aprovaram, liberando-o para publicação na Revista Pedagogia em Ação, após a preparação e revisão dos responsáveis pela coordenação editorial.
3. Nem este trabalho, nem outro substancialmente semelhante em conteúdo já foi publicado ou está sendo considerado para publicação em outro periódico, sob minha (nossa) autoria e conhecimento.
4. Este trabalho está sendo submetido à aprovação do Conselho Editorial da Pedagogia em ação com o conhecimento e a aprovação da instituição e/ou organização de filiação do(s) autor(es).
