Avaliação das condições de acessibilidade no Colégio Lyceu de Goiânia

Abstract

People with physical disabilities may face several barriers in built environments, which results in challenges related to inclusion. In this sense, the legislation establishes standards and precepts, but it is generalist regarding the built environment. This built environment, considering the perspective of accessibility, becomes relevant and sociable, providing qualitative aspects to users. Thus, accessibility has gained strength and becomes a topic of discussion when we refer to the diversity of people. From this perspective, this research seeks to evaluate the accessibility of the physical space used by students at Colégio Lyceu de Goiânia, a full-time educational institution that is also a historical heritage site. Above all, it seeks to provide a more detailed understanding of the school complex, with a particular focus on the needs of people with physical disabilities and reduced mobility, who often require more significant adaptations to the environment, with the intention of promoting a more inclusive school space. The research is exploratory in nature with a qualitative approach. The methodological procedures for data collection were structured in two distinct stages: the first stage involved interviews with the principal, teachers and students, with the aim of understanding how students perceive spatial accessibility in this educational center. The second stage involved a survey of the architectural project, technical evaluation and accessibility recommendations. The results soon revealed that there was a student with a physical disability and the school was not adapted. In addition, barriers faced by students in accessing and using the upper floors were identified. Based on the bibliographic research and the data obtained, improvements were proposed to make the school environment, listed as a heritage site, accessible to all. The research highlights the importance of inclusive spaces that guarantee universal access, contributing to spatial fluidity and the appropriate use of environments, with the aim of promoting effective school inclusion.