Interfaces entre a Educação Especial e a Educação Profissional: Concepções e ações político-pedagógicas

Abstract

The present research proposed to study the relation between Special Education and Professional Education in an institution of the Federal Professional Education, Science and Technology Network, specifically the Federal Institute of Education, Science Technology of Amapá (IFAP), campus Macapá. The dissertation aimed to characterize the conceptions and political-pedagogical actions of that campus on the inclusion of the audience of special education on high school professional technical education; analyze the Institutional Development Plan of IFAP from the perspective of observing the guidelines to assist that public, considering the objectives of special education and high school professional technical education; evaluate the political and pedagogical implications of the legislation in the actions developed by IFAP in relation to the care of the audience special education; evaluate the impacts of political and pedagogical conceptions of the actions developed by Núcleo de Atendimento às Pessoas com Necessidades Educacionais Específicas - NAPNE (Assistance to People with Special Educational Needs Center) of IFAP. To achieve these goals it was necessary to resolve the following questions: What is the concept of inclusion signed and affirmed by IFAP campus Macapá, in relation to the target audience student of special education at the high school professional technical education? What political and pedagogical actions are observed in order to ensure access, participation and learning of the target audience of special education and students in high school technical professional education in IFAP campus Macapá? How it presents the interface between special education and professional education in IFAP campus Macapá? The dates were collected from documentary research, which analyzed the Institutional Development Plan of IFAP and questionnaire and semi-structured interview aimed at managers who work on campus. The analysis of the object of study was carried out based in Critical Theory, as a theoretical and methodological support, emphasizing the studies of Theodor Adorno. It is worth noting that other scholars, such as Damasceno. The results shows that this campus, conducts its work, regarding the relation of special education and professional education, based on an inclusive orientation conception that understands the school as a place for participation. However it presents difficulties with regard to the dialogue of professionals working at the Institute, resulting in losses for the planning and execution of political and pedagogical actions aimed at the interface between these categories of education, since most of the inclusion strategies are performed by NAPNE.