Inclusão na educação profissional: visão dos gestores do IFRJ

Abstract

This dissertation analyzes the inclusion in professional education at the Federal Institute of Education, Science and Technology of Rio de Janeiro from the perspective of the managers. We performed a qualitative study, using semi-structured interviews and document analysis as instruments of data collection. For data analysis, we employed the method known as Bardin s content analysis. The dissertation has five chapters: the first focuses on professional education from a brief historical description of the development of this type of education in our country, the second chapter presents a discussion on policy around the special and inclusive education, the third chapter describes the trajectory of the professional education of persons with disabilities and legislation in this area, in the fourth chapter, a presentation of the methodology of qualitative research is done, as well as the procedures used, and the setting of research and the participants, the fifth chapter presents the path of study through a reflection on the categories of analysis, revealing not only the contradictions, but the complexity of the inclusion process experienced in professional education, particularly in matters which concern the design and expectations of managers in relation to the teaching and learning process of pupils with special educational needs process. The data analysis showed that the managers of IFRJ realize that the Institution is responsible for including people with disabilities or other special educational needs, and we need to build new practices to meet this demand. However, in the research participants points of view, the lack of training of teachers to act in this new paradigm is a difficulty for the realization of an inclusive professional training. The data demonstrated that this perception influences the definition of the NAPNE, for managers, the core function is more directly related to the actions of complementation of teacher education. The care of students has not been appointed as main objective, justified by the low number of students with special educational needs enrolled in IFRJ. The analysis of the reports of managers showed that the function of NAPNE is not yet institutionally consolidated. Managers point out some papers that are important, but most understand that the core has the primary responsibility to prepare the community IFRJ for effective inclusion. However, the issue of preparation is presented more in the field of ideas than into effective action. In summary, the study shows that although managers prove favorable towards policy of inclusion in professional education, reported practices are often decontextualized institutional issues, which complicate the implementation of inclusive proposal in all spheres which constitute the body of training offered by IFRJ. In other words, although the discourse reveals a significant degree of managers' engagement with the inclusion of pupils with NEE in the institution, these subjects are still mostly excluded from this type of education. From this point of view, the landscape of education of people with special educational needs have been repeated over time. Furthermore, research has shown that these people, largely, did not have access to the highest levels of education, which confirms the official statistics on the training path of these individuals and their insertion in the labor market