PROFESSIONAL AND TECHNOLOGICAL EDUCACTION: considerations about the inclusive education perspective of people with specific needs

• Autor(a) principal: Magalhães, Dayana Rocha Gonçalves de
• Data de Publicação: 2022
• Outros Autores: Marques, Welisson, Castaman, Ana Sara
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1857
• topic: Inclusão escolar. Educação profissional e tecnológica. Estudantes com necessidades específicas.; Inclusión escolar. Educación profesional y tecnológica. Estudiantes con necesidades específicas.; Inclusão escolar. Educação profissional e tecnológica. Estudantes com necessidades específicas.

This study is presented as a cut of a master's thesis, which dealt with the theme Inclusive Education, having as investigative locus one of the campus of the Federal Institute of Education, Science and Technology (IFTM). The objective of this article was to understand in which contexts the education of people with specific needs (SNP) in EFA was developed, pointing out some interfaces between inclusive education and integrated training, in addition to addressing the recent documents, which provide the activities of the SNP in the IFTM, under the paradigm of inclusion. In this way, it was accomplished a bibliographical and documental revision referring to Inclusive Education and Professional and Technological Education (EPT), specifically in the IFTM. It is verified that the education of people with SN in the EPT, started in a context of merely social and welfare, disconnected from scientific training. However, it is in a scenario that aims to offer society an integrated, polytechnic and omnilateral professional formation, that the process of inclusion of people with SN in EPT is configured, under the perspective of inclusion. In this logic, it was realized, through the documents that regulate the Napne of IFTM, that this center seeks to promote the culture of education for inclusion, in order to ensure access, permanence and academic success of students with SN in EPT. This study did not include the vision of students with SN, thus, it is recommended to carry out research to verify their perceptions of their school experience, from the perspective of inclusive education, especially in the context of EFA.