Educação inclusiva na educação profisional tecnológica: análise do processo de formação do discente com deficiência intelectual

Abstract

This research aimed to understand how the articulation between access, retention, and success of students with intellectual disabilities occurs in the process of developing integral human formation in the period of 2021-2025, focusing on inclusive actions aimed at the retention of this population in the formal spaces of the institution. It was developed within the scope of the Professional Master's Program in Professional Education in the National Network (ProfEPT), Parnaíba Campus-IFPI, within the Research Line that includes discussions about the Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT), within the scope of Macroproject 5: Organization of the Integrated Curriculum in EPT. The study employed a qualitative approach using Bardin's (2016) Content Analysis techniques. From the point of view of its nature, this research is configured as applied, thus involving field research with semi-structured. Regarding procedures, this study is characterized as descriptive and exploratory. The data collection and production aimed to identify curricular inclusion practices for the comprehensive human development of students with intellectual disabilities developed in formal settings; to highlight the activities and strategies for access, retention, and success developed for students diagnosed with intellectual disabilities, in the categories of work as an educational principle and social belonging; and to develop a Technical Technological Product, in the form of a Manual, that contributes to discussions surrounding the inclusion of students with intellectual disabilities in the educational space, the locus of the research. It became evident that, even without specific training in the area of Special and Inclusive Education, the research participants appropriated and constructed actions that facilitate the inclusion of students with intellectual disabilities by considering diversity in the curricular and pedagogical implementation process, respecting the different learning needs of the students. However, it was found that there are common difficulties among the 5 participants regarding forms of welcoming and strategies for curricular accessibility appropriate for students with intellectual disabilities. These difficulties include claims of a lack of continuing education for welcoming this population and difficulties in actions and activities that contribute to the inclusion process. The Technological Technical Product (PTT) was developed in manual format, entitled INCLUSIVE EPT: A Welcoming Manual for the Inclusion and Retention of Students with Intellectual Disabilities, with the central objective of contributing to discussions surrounding the inclusion of students with intellectual disabilities in the educational space, the locus of this research. It is hoped that the concerns and questions raised throughout the research may, in some way, be useful to the field of education and, particularly, to the process of access, retention, and success of students with this condition.