Regulations of Service Centers for People with Specific Educational Needs in Brazilian Federal Institutes

Detalhes bibliográficos
Autor(a) principal: Santos, Jéssica Rodrigues
Data de Publicação: 2023
Outros Autores: Vilaronga, Carla Ariela Rios, Mendes, Enicéia Gonçalves
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/70712
Resumo: The Brazilian Federal Network of Professional, Scientific and Technological Education (FNPSTE) has 38 Federal Institutes (FIs), with about 640 campuses distributed throughout the country. Since 2016, due to the legal provision that ensures a quota system, the number of new entrants who are students with Education Special Needs (SEN). Within the scope of these institutions, to support these students, there are Centers for Assistance to People with Special Educational Needs (CAPSEN), and the present study had the general objective of characterizing the different conception about the role and attributions of CAPSEN across the country, based on their operating resolutions. The chosen method was an exploratory field research, based in document analysis of thirty-six resolutions published on the official websites of the IFs. The chosen method was the analysis of the documents as a result four axes of discussion: services terminology, target audience assisted, composition of teams of professionals, and institutional linking of the CAPSEN. The results of the documents analysis were discussed in dialogues with the literature, the concluding showed that there is a lack of uniformity in the understanding of the function, composition, functioning of the nucleus, as well as in the identification of the challenges to overcome by the FIs. Despite this, the analyzes found that the CAPSENs seek to implement individual and collective actions aimed at SEN students and the dissemination of information related to school inclusion in the FIs.
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spelling Regulations of Service Centers for People with Specific Educational Needs in Brazilian Federal InstitutesReglamento de los Centros de Atención a Personas con Necesidades Educativas Específicas en los Institutos Federales BrasileñosRegulamentos dos Núcleos de Atendimento às Pessoas com Necessidades Educacionais Específicas nos Institutos Federais brasileirosSpecial EducationCAPSENSchool InclusionEducación EspecialCAPNEEInclusión EscolarEducação EspecialNAPNEInclusão EscolarThe Brazilian Federal Network of Professional, Scientific and Technological Education (FNPSTE) has 38 Federal Institutes (FIs), with about 640 campuses distributed throughout the country. Since 2016, due to the legal provision that ensures a quota system, the number of new entrants who are students with Education Special Needs (SEN). Within the scope of these institutions, to support these students, there are Centers for Assistance to People with Special Educational Needs (CAPSEN), and the present study had the general objective of characterizing the different conception about the role and attributions of CAPSEN across the country, based on their operating resolutions. The chosen method was an exploratory field research, based in document analysis of thirty-six resolutions published on the official websites of the IFs. The chosen method was the analysis of the documents as a result four axes of discussion: services terminology, target audience assisted, composition of teams of professionals, and institutional linking of the CAPSEN. The results of the documents analysis were discussed in dialogues with the literature, the concluding showed that there is a lack of uniformity in the understanding of the function, composition, functioning of the nucleus, as well as in the identification of the challenges to overcome by the FIs. Despite this, the analyzes found that the CAPSENs seek to implement individual and collective actions aimed at SEN students and the dissemination of information related to school inclusion in the FIs.La Red Federal Brasileña de Educación Profesional, Científica y Tecnológica (RFBEPCT) cuenta con 38 Institutos Federales (IF), con cerca de 640 campus distribuidos por todo el país. Desde 2016, debido a la disposición legal que asegura un sistema de cuotas, se ha incrementado el número de nuevos ingresantes que son alumnos con Necesidades Educativas Especiales (NEE). En el ámbito de estas instituciones, para apoyar a estos estudiantes, existen los Centros de Atención a Personas con Necesidades Educativas Específicas (CAPNEE), y el presente estudio tuvo como objetivo general caracterizar las diferentes concepciones sobre el rol y atribuciones de las CAPNEE en el país, a partir de sus resoluciones operativas. El método elegido fue la investigación de campo con carácter exploratorio, basada en análisis de documentos de 36 resoluciones publicadas en los sitios web oficiales de los FIs. El análisis de los documentos tuvo a consecuencia   los cuatro ejes de discusión: terminología de los centros, público atendido, composición de los equipos de profesionales y vinculación institucional de los CAPNEE. Los resultados y el análisis de los documentos fueron realizados en diálogo con la literatura, evidenciaron que existe falta de uniformidad en la comprensión de la función, composición, funcionamiento del núcleo, así como en la identificación de los desafíos a ser superados por los IF. A pesar de ello, los análisis encontrados se constataron que los CAPNEE buscan implementar acciones individuales y colectivas dirigidas a los estudiantes con NEE y la difusión de información relacionada con la inclusión escolar en los IF.A Rede Federal de Educação Profissional, Científica e Tecnológica (EPCT) brasileira tem 38 Institutos Federais (IFs), com cerca de 640 campi distribuídos por todo país. Desde 2016, em função do dispositivo legal que assegura um sistema de cotas, tem aumentado o número de ingressantes que são estudantes do Público-Alvo da Educação Especial (PAEE). No âmbito dessas instituições, para apoiar esses estudantes, há os Núcleos de Atendimento às Pessoas com Necessidades Educacionais Específicas (NAPNEs), e o presente estudo teve como objetivo geral caracterizar as diferentes concepções sobre a função e as atribuições dos NAPNEs de todo o país, com base em suas resoluções de funcionamento. O método escolhido foi pesquisa de campo com caráter exploratório, baseado em análise documental de 36 resoluções publicados nos sites oficiais dos IFs. A análise dos documentos teve como resultado quatro eixos de discussão: terminologia dos núcleos, público-alvo assistido, composição das equipes de profissionais, e vinculação institucional dos NAPNEs. Os resultados e análises dos documentos, foram realizados em diálogos com a literatura e permitiram concluir que há ausência de uniformização no entendimento da função, composição, funcionamento do núcleo, bem como na identificação dos desafios a serem superados pelos IFs. Apesar disso, as análises constataram que os NAPNEs buscam implementar ações individuais e coletivas direcionadas aos estudantes da educação especial e à disseminação de informações relacionadas à inclusão escolar nos IFs.Universidade Federal de Santa Maria2023-04-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/7071210.5902/1984686X70712Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e20/1-22Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e20/1-22Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e20/1-221984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/70712/54420http://periodicos.ufsm.br/educacaoespecial/article/view/70712/54424Copyright (c) 2023 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSantos, Jéssica RodriguesVilaronga, Carla Ariela RiosMendes, Enicéia Gonçalves2023-05-15T18:57:08Zoai:ojs.pkp.sfu.ca:article/70712Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-05-15T18:57:08Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Regulations of Service Centers for People with Specific Educational Needs in Brazilian Federal Institutes
Reglamento de los Centros de Atención a Personas con Necesidades Educativas Específicas en los Institutos Federales Brasileños
Regulamentos dos Núcleos de Atendimento às Pessoas com Necessidades Educacionais Específicas nos Institutos Federais brasileiros
title Regulations of Service Centers for People with Specific Educational Needs in Brazilian Federal Institutes
spellingShingle Regulations of Service Centers for People with Specific Educational Needs in Brazilian Federal Institutes
Santos, Jéssica Rodrigues
Special Education
CAPSEN
School Inclusion
Educación Especial
CAPNEE
Inclusión Escolar
Educação Especial
NAPNE
Inclusão Escolar
title_short Regulations of Service Centers for People with Specific Educational Needs in Brazilian Federal Institutes
title_full Regulations of Service Centers for People with Specific Educational Needs in Brazilian Federal Institutes
title_fullStr Regulations of Service Centers for People with Specific Educational Needs in Brazilian Federal Institutes
title_full_unstemmed Regulations of Service Centers for People with Specific Educational Needs in Brazilian Federal Institutes
title_sort Regulations of Service Centers for People with Specific Educational Needs in Brazilian Federal Institutes
author Santos, Jéssica Rodrigues
author_facet Santos, Jéssica Rodrigues
Vilaronga, Carla Ariela Rios
Mendes, Enicéia Gonçalves
author_role author
author2 Vilaronga, Carla Ariela Rios
Mendes, Enicéia Gonçalves
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Jéssica Rodrigues
Vilaronga, Carla Ariela Rios
Mendes, Enicéia Gonçalves
dc.subject.por.fl_str_mv Special Education
CAPSEN
School Inclusion
Educación Especial
CAPNEE
Inclusión Escolar
Educação Especial
NAPNE
Inclusão Escolar
topic Special Education
CAPSEN
School Inclusion
Educación Especial
CAPNEE
Inclusión Escolar
Educação Especial
NAPNE
Inclusão Escolar
description The Brazilian Federal Network of Professional, Scientific and Technological Education (FNPSTE) has 38 Federal Institutes (FIs), with about 640 campuses distributed throughout the country. Since 2016, due to the legal provision that ensures a quota system, the number of new entrants who are students with Education Special Needs (SEN). Within the scope of these institutions, to support these students, there are Centers for Assistance to People with Special Educational Needs (CAPSEN), and the present study had the general objective of characterizing the different conception about the role and attributions of CAPSEN across the country, based on their operating resolutions. The chosen method was an exploratory field research, based in document analysis of thirty-six resolutions published on the official websites of the IFs. The chosen method was the analysis of the documents as a result four axes of discussion: services terminology, target audience assisted, composition of teams of professionals, and institutional linking of the CAPSEN. The results of the documents analysis were discussed in dialogues with the literature, the concluding showed that there is a lack of uniformity in the understanding of the function, composition, functioning of the nucleus, as well as in the identification of the challenges to overcome by the FIs. Despite this, the analyzes found that the CAPSENs seek to implement individual and collective actions aimed at SEN students and the dissemination of information related to school inclusion in the FIs.
publishDate 2023
dc.date.none.fl_str_mv 2023-04-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/70712
10.5902/1984686X70712
url http://periodicos.ufsm.br/educacaoespecial/article/view/70712
identifier_str_mv 10.5902/1984686X70712
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/70712/54420
http://periodicos.ufsm.br/educacaoespecial/article/view/70712/54424
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e20/1-22
Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e20/1-22
Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e20/1-22
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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