Atendimento educacional especializado nos Institutos Federais: estudo de caso no Instituto Federal de Educação Ciência e Tecnologia do Piauí

Abstract

The Specialized Educational Support (AEE) within primary education possesses operational guidelines and well-defined objectives. The same cannot be said about Higher Education and Professional and Technological Education (EPT), even though the legislation ensures this type of support for its target audience in all modalities and levels of education and along with the student’s life. That being said, the relevance of investigating the context of AEE is admitted inside the Federal System of Professional, Scientific and Technological Educatibon (RFEPCT), specifically, since the institutionalization of the Support Center for People with Special Needs (NAPNE), for being considered a milestone regarding the Special and Inclusive Education, in the context of the Federal Institutes (IF). In that sense, this study aimed to analyze how NAPNE has carried out the AEE in the Federal Institute of Education, Science and Technology of Piauí (IFPI) and, based on that, develop an educational product that could contribute to the teaching and learning processes of all the students, characterizing itself as a support tool for the practices of inclusive education in EPT. For that purpose, the support provided by NAPNE was described in IFPI. Subsequently, documentary research about educational products related to AEE and which can contribute to the delivery of this support was carried out. After that, an advisory guidebook about the AEE for the NAPNE in IFPI was developed. The methodological process was organized in three stages: diagnosis, documentary research about educational products, which discuss the AEE, and the elaboration of an educational product, including its conception and evaluation, which also embodied the ethical aspects of the research. Therefore, the study is a qualitative case study involving documentary research, survey application, and interviews. The research subjects were the coordinators of NAPNE and the Board of Pedagogical Policies, the sector that links NAPNE to the Rectory. Thus, it was possible to identify the main points to be discussed concerning the action of NAPNE in IFPI. We also confirm the relevance and contributions that the educational products about AEE may bring to the teaching in EPT. Finally, we demonstrate the possibility of realizing the AEE using an inclusive education perspective using the developed educational product. Thus, we concluded that all the academic community must be involved in inclusive education discussions because the gains of focusing on inclusion bring benefits to all the community, and it has to be seen and practiced beyond its target audience