A política de educação inclusiva no ensino técnico-profissional: resultados de um estudo sobre a realidade do Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco Campus Vitória de Santo Antão

Abstract

The objective of this paper is to present the results of a research that happened on the Vitória de Santo Antão‟s campus of the Federal Institute of Pernambuco about the inclusion of students that have special educational needs on the technical-professional courses available on this Federal Institution of professional education. It will also talk about the theoretical references of the national and international politics about “inclusive education” and the politics on the official targets. The inclusive education of this paper is approached as a policy which guarantees that the student acceptance is not only formal and that the student with special needs actually have the real opportunity to perform and participate on the activities offered by the school. When necessary, that will be executed with the correct support. This investigation followed a qualitative approach, being used as instruments to collect data: a review of documents (laws, reports of participants, minutes and also school records of students, when necessary) and semi-structured interviews with the participants (audio recording). The method used for interpretation of the data followedthe proposition known as "content analysis". After analyzing the data, we concluded that the inclusion, on the researched school, has been generally determined as positive and the mechanisms of exclusion were found on a lighter degree on the attitudinal aspect if compared to the architectural aspect. On this last one, we could identify on the researched field the lack of accessible conditions. The school's approach to the subject was noticeable through adaptation attempts but they were limited. The construction of ramps and bathroom that were adapted bring a partial mobility but the complete autonomy is still compromised. The results show that the process of educating the students with special educational needs struggles more with foreshadow of integration than the ones on inclusion