Tecnologias assistivas para inclusão de estudantes com deficiência na EPT: um olhar sobre os NAPNES do IFPI

Abstract

The current notion of inclusive education is based on a historical construction about the meaning of disability and how we react when dealing with it. Many students with disabilities, even in regular classes, remain on the sidelines of the teaching and learning process until they drop out or complete their schooling and face challenges to enter the world of work. Professional and Technological Education (EPT) is a type of education provided for in the LDB with the objective of preparing working students for the world of work, through comprehensive education. Educational institutions have the challenge of contributing significantly to the entry of students with disabilities into the world of work, a right guaranteed by law. Based on the above, this research was developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT), belonging to the Teaching area (Capes) and focused on the area of Professional and Technological Education (EPT). The study is linked to the research line “Educational Practices in Professional and Technological Education (EPT)”. The objective of this study was to analyze, based on the Center for Assistance to People with Specific Needs (NAPNE), the assistive technology actions developed by the IFPI campuses. To this end, a qualitative study was carried out through a case study research. The data collection instruments used were semi-structured interviews in an online format, with the coordinators of the NAPNEs of four Campuses in different regions of the state, with the objective of collecting information about the actions carried out by the centers within the scope of the IFPI, aimed at promoting the inclusion of students with disabilities and/or specific needs, carried out with the segments of students, teachers and families. For the data analysis, content analysis was used, which allowed the construction of four final analytical categories: 1. Profile of the student served by the NAPNE; 2. Characterization of the NAPNE's performance with the segments (management, teachers, students and their families); 3. The context of teaching work and inclusion; 4. Structure and resources provided by NAPNE. Finding as a result of the analyzed data, the need for systematized actions aimed at greater visibility of NAPNE's actions, promoting accessibility for students who are the target audience of Special Education, more investment in training for teachers that involves knowledge about inclusion, curricular adaptations and use of assistive technologies, in addition to investments in the physical structure of the centers. The breakdown of the four categories led us to the construction of the NAPNE Educational Product (PE) at IFPI: to know, welcome and include a booklet whose proposal is to present information about disabilities and neurodevelopmental disorders, forms of reception, assistive technologies and curricular adaptations, which can serve as reference for teachers in the classroom, in their teaching/learning interventions and evaluation procedures, and can be used by other professionals who work with students with disabilities in EPT or in other contexts.