Conectando saberres e práticas: o site do NAPNE como Produto Educacional Inclusivo

Abstract

The study is conducted within the scope of the Professional Master's Program in Professional and Technological Education in a National Network (PROFEPT), at the Federal Institute of Education, Science and Technology of Piauí (IFPI), Parnaíba campus, in the Teaching area. It falls under research line 2: Organizations and Memories of Pedagogical Spaces in Professional and Technological Education, within the macroproject 5: Organization of the integrated curriculum in Professional and Technological Education. Thus, the present study has as its theme "Inclusion in Professional and Technological Education," hence the need for a topic that can address school inclusion articulated with family participation, considering the relevance of this relationship in the development process of the student. Thus, arguing that the permanence and success, in addition to access, are the responsibility of both the educational institution and the family. In this direction, the question that guides the research is: how can the Center for Support for People with Specific Needs (NAPNE) contribute to ensuring the learning rights of students with Specific Educational Needs (SEN) at IFPI, considering the family context? In this sense, the general objective of this study is to analyze how the NAPNE can contribute to ensuring the learning rights of students with specific educational needs at IFPI, considering the family context. As theoretical support, the following authors are highlighted: Carvalho (2005), Freire (2003), Mantoan (2011), Mazzotta (2011), and Jungles (2022). The research is qualitative in nature, specifically Collaborative Action Research (Thiollent, 2011; Silva, 2022), with data generated from interviews and reflective meetings in discussion circles, using the technique of Discursive Textual Analysis (DTA) as per Moraes and Galiazzi (2020). The research findings indicate that the NAPNE represents a strategic instance in mediating inclusive practices, promoting actions of listening, pedagogical support, and institutional articulation. Teachers and the core team recognize its potential. The document analysis revealed relevant initiatives, but also gaps in the systematization and continuity of actions. The roundtable discussion with families highlighted the need for greater family involvement and more dialogue-oriented school practices. As an educational product, a web application (NAPNE website) was developed with the aim of strengthening communication between school and family, disseminating the core's actions, providing accessible guidance on inclusion, and supporting the monitoring of students with special educational needs (SEN). It is concluded that the construction of an inclusive culture within the scope of Professional and Technological Education requires the strengthening of institutional policies, continuous teacher training, integrated action of school sectors, and the appreciation of family participation as an essential element in the educational process. The educational product serves as a mediating tool among the different members of the school community, contributing to the rooting of inclusive practices and the realization of learning rights.