Escolarização do estudante com deficiência intelectual no contexto da educação profissional tecnológica

• Autor(a) principal: Mendonça, Thálita Juliana Boni de
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/17061
• topic: Educação Especial; Educação profissional tecnológica; Deficiência Intelectual; Instituto Federal de Educação.; Special education; Technological professional education; Intellectual disability; Federal Institute of Education; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The learning of students with intellectual disabilities (ID) and the favors for the schooling process is not a recent discussion, but it intensified from the 1990s, when a movement of guarantee and rights of an inclusive education was experienced in Brazil. In the face of an international and national movement, some laws and policies are published and along with that the search for ways in favor of the schooling of the target public students of Special Education in common schools. This movement brings an increase in enrollments of students with intellectual disabilities (ID) in secondary and higher education in common schools and in the context of technological professional training, especially after the implementation of the Quota Law in the Federal Education Network. With this movement, questions begin: How are the institutions of the Technological Professional Network organizing themselves to guarantee the permanence, participation and learning of students with ID? What accessibility services and resources are available and how have they been articulated to eliminate barriers? Thus, the objective established for this study was to analyze, together with education professionals, the resources, services and strategies for schooling students with Intellectual Disabilities in professional training. Specifically, to investigate the functioning and organization of the Federal Institutes for the schooling of students with Intellectual Disabilities, along with their permanence; to map the opinions and evaluations of professionals working in the technological educational context on how the attendance of students with Intellectual Disabilities should occur in the studied places. As a way to obtain these answers, this research was characterized as collaborative, which had as a first step the initial online survey questionnaires and as a second step the reflective sessions, which were six virtuais meetings with servers of the Federal Institutes and active teachers who have students with Intellectual Disabilities, in order to understand the characteristics of the technological professional schooling of the students in question. The study was based on six Brazilian Federal Institutes with the enrollment of 34 people. As resources, some participants pointed out that they have: the development of plans based on the IEP, which aim to glimpse the services available to promote the learning of students with ID; adapted and structured environments; curriculum adequacy; flexible working hours; assistance from monitors; ESA; research laboratory, pounds; universal designs; psychological care; social assistance; psychopedagogical services; and support from NAPNE. There is a need for a professional specialized in special education, which is still non-existent or scarce on some campuses. This, due to the lack of academic training and a lack of preparation in the performance of some employees. The notes were that professionals who dedicate their time to study on the topic related to the assistance to PAEE students are rare. One of the highlights seen through the present study was the view from some IFs active that students with ID cannot learn, that the IF is not local for these students, as it is a school of academic excellence. The data showed how much the participants are aware of the lack of role definition among professionals working in these places of technological professional education, as well as the discrepancy between legislation with international bases and practices, since the IEP, for example, does not is done completely as provided for in legal frameworks.