?Pol?tica Institucional de Inclus?o de estudantes com necessidades espec?ficas do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Par? ? Campus Tucuru??

• Autor(a) principal: Branch, Elizabeth Cristina nascimento
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/2405
• topic: Inclus?o em Educa??o; Pol?ticas P?blicas de Educa??o; Culturas; Pol?ticas e Pr?ticas de inclus?o; Inclusion in Education; Public Policies of Education; Cultures; Policies and Inclusion practices; Ci?ncias Humanas

In the search for knowledge and understanding of the inclusive movement, we investigate how the movement of inclusion in education by a Campus of a Federal Institute, located in the State of Par?, in the city of Tucuru?, is investigated as being assimilated and incorporated in the documents, as well as in the conceptions and practices . The Index for Inclusion (BOOTH & AINSCOW, 2011) was used as a reference for the explanation of the exclusions and their relation with inclusion, which includes the inclusion in its three dimensions: the construction of cultures, the development of policies and the orchestration of practices (Santos & Oliveira, 1999), Santos & Paulino (2008), Santos, Melo & Fonseca (2009) and Santos, Silva & Fonseca (2009). 2010), since they are the authors who have been broadening the discussions about inclusion as a universal right to education. The Content Analysis technique (BARDIN, 2010) was used to read Declarations that deal with inclusion, such as the Jomtien World Conference on Education for All (1990); the World Conference on Specific Educational Needs of Salamanca (1994); the national and local legislations that underpin Inclusive Education within IFPA, the Tec Nep Program and the Institutional Development Plan (IDP). The results showed that some of the institution's servants, despite manifesting inclusive ideals, recognize practices that are exclusive to their institutional work. They also revealed that the institution in its practice does not perceive the inclusive process as a space for legitimate participation, with respect to equal opportunities and respect for human diversity, showing that much needs to be changed, especially the institutional culture of isolation and non-participation among the institution's employees, even though in their official documents they presented inclusive actions and planning.