A materialização da educação inclusiva para o público-alvo da educação especial no âmbito dos Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte

Abstract

This study falls under two types of formal education provided for by the National Education Guidelines and Framework Law: Special Education and Professional and Technological Education (EPT). The research analyzes the performance of the Support Center for Students with Special Educational Needs (Napne) within the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN), specifically at the Natal-Central Campus. The center, focused on the target audience of Special Education, contributes directly to the proposal of Inclusive Education, aimed at people with disabilities (PCD), global developmental disorders (GDD), high abilities, and giftedness. The dissertation is a research project approved by the Ethics Committee, of a basic nature, primarily qualitative, with exploratory objectives, whose analysis of the data obtained from empirical evidence was carried out using the technique called Nuclei of Meaning (Aguiar; Ozella, 2006). The methodological approach includes a documentary survey since the first national campaign for PCD in 1957. In addition, there is a bibliographic review, in which four paradigms of provision were identified until the arrival of the concepts of social inclusion and Inclusive Education. There is also a systematic review, carried out using Rayyan software, on the role of the State in Special Education. Next, inclusive policies for the target audience of Special Education in EFA are presented, starting in the early 2000s. We observe that these policies present a certain hybridity, the result of different theoretical assumptions in EFA, sometimes guided by the neoliberal logic of flexibilization and commodification of education, sometimes by the perspective of social inclusion. The empirical section has two groups of participants: the multidisciplinary team at Napne and a sample of students monitored by the center. The empirical results show advances in expanding access, as well as certain limitations in the retention of these students, whether structural, resource-related, or adaptation-related. This fact compromises the realization of inclusive education for this audience. That said, we believe that the results obtained contribute to the dissemination of the work developed by Napne and to the reflection on the conditions necessary to mitigate the gaps in the implementation of internal policies at IFRN