Memórias, histórias e processos do NAPNE: fomento das políticas de inclusão como estratégia de acesso, permanência e êxito dos discentes no IFPI

Abstract

In Professional and Technological Education, access for students with disabilities and specific needs has been expanded and, consequently, with the increase in enrollment in the network, concern arises with inclusion policies to guarantee access, retention and success. This research aims to identify the actions of the Center for Assistance to People with Specific Needs (NAPNE) in developing pedagogical and managerial strategies for the retention and success of students with specific needs, with the purpose of mapping the monitoring processes for these students. The locus of the research was the campuses of the Federal Institute of Education, Sciences and Technology of Piauí (IFPI) in Corrente, Paulistana, São João do Piauí, São Raimundo Nonato and Uruçuí. The study meets the line Organization and Memories of Pedagogical Spaces at EPT and is part of Macroproject 6: Organization of Pedagogical Spaces at EPT. The methodology was carried out through field and documentary research with a qualitative approach, of an exploratory nature, with the adoption of the focus group technique and through semi-structured interviews. Among the results, it was noted that IFPI has a Diversity and Inclusion Policy that regulates inclusion processes in the institution, however, it is necessary to strengthen specific policies for special education, such as the implementation of specialized educational services. It was also identified that NAPNE has an active role on campuses and guides inclusion in the institution. It was possible to identify and map the processes and actions and the preparation of the Implementation Manual for NAPNE processes and actions for the IFPI, with a proposal for a flowchart to guide action from the access, permanence and success of students with disabilities and specific needs .