Políticas de formação de professores para a educação profissional das pessoas com deficiência: um estudo exploratório no Instituto Federal do Rio Grande do Norte

Abstract

This dissertation approaches the policies implemented in Brazil focusing, teacher formation for disabled people at professional education institutions which attend to disabled people. This dissertation analyzes the policies of initial and continuous teachers formation courses based on the expressed history at the legislation and teacher formation for those who work at the Federal Institute of Rio Grande do Norte (IFRN), aiming to reveal the connections which converge to the comprehension of teacher formation working with disabled people. Therefore, we carried out bibliographical and documental studies and an exploratory study with 196 (onehundred and ninety-six) teachers in twenty-one campi at IFRN, which were participants of the research. The analysis has a historical-critical approach. It allowed this work to learn the essence of the reality. The studies reveal that Brazil, apart from the fact that this country follow international rules and regulations for disabled people, still has some vicissitudes to accomplish in an effective way, regarding policies that provide proper conditions for the inclusion of disabled people in formative spaces. Thus, the results from the researches and the interviews show that, at IFRN, some policies were implemented in the 2000s, especially the Education, Technology and Professionalization Program for People with Specific Educational Necessities (TEC NEP). It had 21 (twenty-one) centers for people with specific needs (NAPNE). They work to ensure the inclusion of disabled people in every campus of the institution. However, the participants of the research reported that they do not have such any kind teachers qualification to work in an inclusive education. They do not feel secure or safe to accomplish such task and claim the offering of formation courses at IFRN.