Inclusão de alunos com necessidades educacionais específicas no IFRJ – Campus Volta Redonda: um estudo de caso das Licenciaturas em Física e em Matemática

Abstract

This present dissertation analyzes the educacional inclusion as public policy at the Federal Network of Professional, Scientific and Technological Education and its effects on the graduation of teachers, having as profile the Degrees in Physics and in Mathematics on Volta Redonda Campus (CVR) of the Federal Institute of Education, Science and Technology of Rio de Janeiro (IFRJ). As specific objectives we set out to analyze the conceptions of future teachers, the undergraduates, and the servers about the inclusion of the students with specific needs and reflect about the role of the Center of Treatment to the People with Specific Needs (NAPNE) of CVR/IFRJ, inserted in the Technology Program, Education, Citizenship and Professionalization for People with Specific Needs (TEC NEP), action developed by the Ministry of Education (MEC). The theoretical bases under the view of the historical-cultural theory, started from the acknowledgement that the production of knowledge in the educational scope represents a challenge for the neglected groups throughout the history, and that the implantation and achievement of governmental projects which enable the human development are meaningful to improve a better life quality and development of nation. The extent of subject and the existence of the great range of opportunities of studies, from the contextualization of Federal Institutes as newly-created structures and the methodological way, it was adopted the case study with a qualitative approach. As participant and semi structured interviews with twelve participants (teachers, undergraduates and members of NAPNE/CVR/IFRJ). The results of the research revealed the potential of the NAPNEs to develop themselves as a inclusion network, although they still need a plan of training; they point to the necessity of recognition of the affection and intellectuality as indissociable concepts for the human development and the formation of under an inclusive perspective foresees the disruption from bias which reinforces (pre)conceptions that people with specific needs cannot be teachers. It can be understood the research groups, under the historicalcultural perspective by Vygotsky, with respect to the fostering of the interaction with more capable individuals in specific activities for the achievement of higher levels of development. Based on these reflections, we understand that the undergraduate with specific need, as the subject of their own history, also as a mediator, with their presence and the interaction with the academic community for the inclusion in education overcome the social insertion and it compromise itself with the teaching-learning process, contributing for a new view for the formation of inclusive and reflexive teachers