PHYSICAL AND ACCESSIBILITY BARRIERS IN EDUCATION: AN ANALYSIS OF SELECTED BRAZILIAN STUDIES

Abstract

Physical and architectural barriers present in school environments can limit access, mobility, permanence, and participation of students with disabilities, representing obstacles to the effective implementation of inclusive education. This study aimed to analyze, based on national empirical studies, the physical and architectural barriers identified in Basic Education school environments and their implications for the inclusion of students with disabilities. For this purpose, a bibliographic research with a qualitative approach and descriptive-exploratory character was carried out, organized as a narrative literature review. Ten Brazilian scientific articles were analyzed, identified through scientific sources such as SciELO, Google Scholar, and the CAPES Periodicals Portal, considering empirical studies addressing accessibility and physical or architectural barriers in Basic Education institutions. The results demonstrated the existence of different inadequacies in school environments, involving ramps, corridors, doors, restrooms, circulation routes, furniture, and other spaces used by students. It was also found that isolated adaptations do not guarantee full accessibility and that physical barriers may be associated with difficulties in professional training, pedagogical limitations, and attitudinal barriers. It is concluded that the effective implementation of inclusive education requires adequate and accessible physical conditions, institutional planning, and actions that promote the autonomy, safety, and participation of students with disabilities in the different spaces of the school.