A dialética da inclusão em educação: uma possibilidade num cenário de contradições Um estudo de caso sobre a implementação da política de inclusão para alunos com deficiências na rede de ensino Faetec

Abstract

This study is based on a reflection about the implementation of an ongoing policy of inclusion, which proposes vocational training as a possible means of inclusion of students with disabilities in society. This is a qualitative research, developed by means of a case study with an ethnographic approach, coupled with field experience acquired in our practice with the school system Faetec. The locus of investigation was the Inclusion Program, because it is the administrative body responsible for implementing the policy of inclusion in the school system. The procedures used as instruments for data collection were participant observation, document analysis, open and semistructured interviews and focus groups. We sought to understand the limits and possibilities of the implementation process of a policy in action with aiming to the removal of barriers to learning and participation of students with disabilities. For data analysis, we used content analysis. The data collected through semi-structured interviews with teachers in charge of the Inclusion Program and also in a focus group revealed the challenges and the real conditions of the institution in relation to: admission policy for students with disabilities to network education Faetec, fuzzy concepts about the inclusion in the institution, human resources-related aspects of teacher education, accessibility and the need to support the educational inclusion. The study revealed not only the contradictions, but the complexity of the inclusion process experienced in the network, particularly in the context of institutional culture. The study highlights that the process of inclusion in education is developed in Faetec into a possibility, still presenting itself immersed in a scenery of contradictions. It points to a need to expand the studies in the cultural area, since this dimension proved essential. Lastly, we emphasize the importance of considering the training of teachers in an inclusive perspective and dialogue and the role of schools and educators in attendance to student diversity, with a view to their human and professional.