Mulheres com deficiência em sala de aula: uma análise sobre as condições de trabalho no sistema público de ensino em Goiás

Abstract

This research sought to analyze the working conditions given to teachers with disabilities belonging to the State Department of Education of the State of Goiás - SEDUC - GO. The entry of employees with disabilities creates a paradigm for public administration: the establishment of management policies that enable the realization of the right to equality and dignity through the structuring of an accessible, fraternal and supportive environment. To this end, documentary research was carried out, based on current legislation such as: Federal Constitution of 1988; Law 8,112/90; Law No. 13,146/15; Law No. 7,853/89; Law No. 10,436/02; Law No. 8,213/91; Decree No. 3,298/99; Decree No. 5,626/05; as well as in relevant documents, namely: Universal Declaration of Human Rights, 1948 (United Nations); Pact of Saint Joseph of Costa Rica, promulgated in 1969; Statute of Teaching of the State of Goiás, Law No. 13,909, of September 25, 2001. State Education Plan, for the 2015/2025 decade, Law No. 18,969, of July 22, 2015, among others. Based on the analysis of official documents and photographic records, supported by theoretical contributions, concepts were presented such as: work in its historical perspective, production and consumption, conceptions about work and inclusion, as well as social paradigms in relation to people with disabilities, accessibility and political management. A relationship is also drawn between Law and Society and the influence of laws to consolidate the notion of human dignity, promoting a discussion about work from the perspective of public service. The focus of this research is based on the analysis of work in the public education system and the theoretical contribution was based on authors such as Taylor (2017), Dias (2013), Gesser (2019, 2020), Sassaki (2003a, 2003b), Bechtold & Weiss (2003), among others. The School is a space for learning and teacher training, and it is in this environment that we analyze the classroom performance of women with disabilities occupying the position of teacher within the state education network in Goiás / SEDUC. As a result, it was found that the process of inserting women with disabilities into public service has often been marked by disrespect and denial of the right to difference. In this context, it is possible to observe that due to the omission of managers, limitations and disadvantages are worsened by the lack of adaptations and adjustments in the work environment