A inclusão escolar no Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro: um olhar com os Núcleos de Apoio às Pessoas com Necessidades Específicas

Abstract

This thesis aimed to analyze how relations are established in the Federal Institute of Education, Science and Technology of Rio de Janeiro (IFRJ) from the inclusion of students and disabled students; to problematize the implemented strategies regarding to access, permanence and completion of students and disabled students in the Institute; as well as to analyze the inclusion effects on people involved in the IFRJ from the activities of the Support Group for People with Specific Need (NAPNEs). As analytical tools, the concepts of inclusion, disability, disciplinarization and normalization were used. The inclusion paradigm was analyzed from other ways of thinking, different from what usually has been prescribed in the inclusion policies and the way they have been formulated and put into practice in Brazilian education. The theoretical references developed by Michel Foucault and George Canguilhem, were central to this research. The methodological tools adopted in this research were the Institutional Analysis, more specifically the cartography and the field diary, aiming to analyze the effects produced in the relations and practices by the school inclusion on the Federal Institute of Education, Science and Technology of Rio de Janeiro (IFRJ). The participating subjects were students with and without disabilities, teachers, administrative technicians, local and central managers, members of NAPNEs and the Technical-Pedagogical Coordination of five campuses. The cartographic method allowed to bet on the meetings power, on the thought experimentation and on the practice reflection, from multiples entries, without pre-established rules. The research indicated the need to rethink several practices in the IFRJ: regarding to admission profile idealization; to relations established between people with and without disabilities; to access; to permanence and successful exit of disabled people; in relation to systemic and non-punctual and/or personalized actions about the inclusion of disabled people; in the understanding of barriers to be overcome in order to eliminate the limitations and the reach and realization of the possibilities of having an inclusive education; in the discussion of the NAPNEs place on IFRJ and in the problematization of its practices regarding inclusion. In this sense, the thesis points out possibilities of existence of paths to be traveled and, also, the possibilities of struggles in the micropolitical field