Educational inclusion in Vocational Education in a Federal Institution in the State of Rondônia

• Autor(a) principal: Silva, Sônia Carla Gravena Cândido
• Data de Publicação: 2023
• Outros Autores: Silva, Nilson Rogério
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/75216
• topic: Educação profissional; Educação inclusiva; Educação especial; Professional Education; Inclusive education; Special education; Educación profesional; Educación inclusiva; Educación especial

This research has as its theme educational inclusion in vocational education. The global movement for inclusive education demands that regular education institutions organize themselves to provide quality education for everyone, including people with disabilities, at all levels of education. In this way, the present research aimed to investigate the professional education offered to people with disabilities, in technical courses integrated to high school, in an Institution of Education, Science and Technology in the State of Rondônia, regarding the professionalizing training process, from the perception of the students. students with disabilities, teachers and coordinators. The research adopted a qualitative approach with a descriptive character. The data collection technique used was semi-structured interviews, carried out with five students, three professors and six coordinators, as well as documentary research in the main institutional documents that guide and regulate inclusion in the Institute. For data analysis, the procedures described by the content analysis technique were used. As a result, it was possible to identify that the perception of the research subjects, the learning of students with disabilities, despite occurring with some difficulties in the process, it is effective through institutional actions with varied efforts to strengthen the NAPNEs. However, there are also barriers and challenges for the implementation of quality teaching, such as methodological, communicational and, mainly, attitudinal barriers.