Nas trilhas da inclusão: a construção de saberes na experiência e TAE's do NAPNE no IFPI

Abstract

This research aimed to analyze the knowledge constructed by the NAPNE professionals of the Federal Institute of Piauí (IFPI) Campus São João do Piauí when they acted in favor of the inclusion of students with specific educational needs (NEE). The research was developed in the scope of the Graduate Program in Professional and Technological Education (PROFEPT) in the field of the Research Line that includes discussions about the Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT). The study included a qualitative approach based on Bardin's Content Analysis techniques (2016). From the point of view of nature, this research is configured as applied involving, in this way, field research with the performance of semi-structured interviews with eight members of the NAPNE of Campus São João do Piauí. With regard to procedures, this study is characterized as descriptive and exploratory. The survey and production of data sought to identify the formative process of the members for further analysis in the light of inclusion; verify the understanding of professionals about school inclusion before and after acting in the NAPNE; detect the knowledge constructed by professionals from their experiences at the Nucleus; reveal the knowledge appropriated by the multidisciplinary NAPNE team; and reveal any difficulties faced by members when acting in favor of inclusion. After preliminary organization of the interview transcripts, the themes and their respective analysis categories were defined, which are described in the results and discussion section. As an Educational Product proposal, the Inclusive Notebook was elaborated: memories of experiences in inclusion at the IFPI Campus São João do Piauí, which aims to assist in the dissemination and expansion of information, knowledge and procedures about the inclusion process within the scope of the Institute Federal of Education, Science and Technology of Piauí; record the memories of the Center for Assistance to People with Specific Educational Needs at Campus São João do Piauí; emphasize and value the work that has been carried out by the NAPNE in favor of inclusion and widely publicize the challenges faced by the Nucleus in order to encourage the carrying out of actions that contribute to the quality of inclusion in the IFPI. The study was guided by the following question-problem: what is the knowledge constructed by the professionals of the NAPNE Campus São João do Piauí about the inclusion of students with specific educational needs, based on their experiences? It was evident, therefore, that even without specific training in the area of Special and Inclusive Education, the research participants built and appropriated various types of knowledge throughout their trajectories at the Nucleus, which are classified into attitudinal knowledge, conceptual or theoretical knowledge, procedural knowledge and contextual knowledge. The challenging nature of the work carried out by the NAPNE was also revealed, largely due to the lack of physical structure, personnel, training and actions that integrate the NAPNEs and the Rectory