APO DE ACESSIBILIDADE ESPACIAL EM ESCOLA DA REDE MUNICIPAL

Abstract

The school space accessibility means to situate oneself, to orient oneself in the space and to understand what happens, in order to find the different environments with their different activities, without needing to be aided. Considering the inclusion of children with disabilities, this study aims to analyze the architectural and environmental conditions in the school space, presenting the results found in a municipal school in the southern state of Santa Catarina. The work is part of an extension project that is being developed in partnership with the Municipal Social Observatory, in a broad investigation of accessibility conditions in public buildings. The methodological tools used for Post-Occupancy Assessment are based on the observation of the user through the Accompanied Walk (DISCHINGER, 2000) and the researcher with the Accessibility Manual (DISCHINGER et al, 2009). As a result, principles and guidelines are presented for the architectural design of accessible schools. It is observed that the environmental and architectural conditions of the school present obstacles to accessibility, impairing the autonomy of students with disabilities. It is known that in Brazilian society, there are important attitudinal barriers to be overcome with regard to inclusion. On the other hand, ensuring space access and the use of environments is believed to be a basic condition for achieving greater inclusion goals.