Redação do Enem para alunos cegos: possibilidades na Educação Profissional e Tecnológica (EPT)

Abstract

This study, characterized as a case study, aimed to investigate the challenges and opportunities encountered by Blind and Low Vision Students (BLVSs) in writing the Enem essay within the context of Vocational and Technological Education (VTE) across two campuses of the Federal Institute. The specific objectives were: (i) to identify the main obstacles and opportunities faced by BLVSs in VTE before, during, and after taking the Enem essay; (ii) to examine how comprehensive, omnilateral, and polytechnic human education in VTE can foster the development of essential skills and knowledge for BLVSs; and (iii) to design and validate an educational product in the form of a podcast, comprising three episodes focused on the theme “Enem Essay for BLVSs in VTE”. Methodologically, the study is classified as applied, exploratory, and qualitative. Semi-structured interviews were conducted with two blind students enrolled in Integrated High School, a Portuguese Language teacher in VTE, the coordinator of the Center for Assistance to People with Specific Educational Needs (NAPNEE), and a Special Education teacher (AEE). Critical analysis of the data, grounded in theoretical and conceptual frameworks, revealed significant challenges, including insufficient professional training and structural limitations within NAPNEEs. As an outcome, a podcast was developed to empower BLVSs by disseminating inclusive best practices through a dialogical channel connecting students, teachers, and the school community. The podcast was widely disseminated via the platform of a Federal Institute campus and subsequently evaluated by participants through a structured questionnaire. This research contributes to strengthening inclusive and comprehensive education, equipping BLVSs with the necessary preparation for successfully completing the Enem essay.