Formação de professores na área da deficiência visual: determinações históricas e desafios contemporâneos.

Abstract

The possibilities for learning and development are fully present in people with visual impairments, provided they engage in social contact and establish interactions mediated by language. In this context, the school serves as the legitimate and necessary space for the appropriation of scientific, philosophical, and artistic content in its most elaborate forms. Based on this understanding, the present research focuses on the comprehension of the determinants that explain the current situation in Brazil and the state of Paraná regarding the organization of teacher training policies for Specialized Educational Services (SES) in the field of visual impairment. These include the implementation of expedited and superficial initial and continuing education policies, the reduction of incentives for vertical qualification (graduate studies), the erosion of public education serving people with visual impairments, and the decrease in in-service training policies for practicing professionals, among others. The theme of this research is teacher training for the field of visual impairment, problematized through its historical determinants and grounded in Historical-Dialectical Materialism, seeking to consider the philosophical, sociological, economic, and political foundations intertwined in education. The methodology comprises a literature review and the analysis of historical sources, primarily of a documentary nature. The objective of the research is to analyze the historical trajectory of the education of people with visual impairments in Brazil and Paraná, aiming to identify the guiding principles of teacher training policies in the area and the limitations imposed on the schooling process of students with visual impairments. As a result, this study expects to contribute to the historical memory of Special Education by identifying its constitutive elements. Simultaneously, it aims to foster a necessary reflection on the theoretical methodological foundations that guide the scientific conception of the person with a disability and the relevance of specific content in the field of visual impairment as constitutive elements of human formation. Such elements must integrate teacher training policies for Inclusive Special Education to significantly qualify the pedagogical practices currently developed in classrooms with blind, low-vision, and deafblind individuals.