Inclus?o na educa??o profissional: uma avalia??o a partir da vis?o dos profissionais e alunos de um campus do IFNMG

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-10T12:52:28Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ismar_batista_ramos.pdf: 1747057 bytes, checksum: c46633d4d17a3fd10874da9765a8f979 (MD5)Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:36:37Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ismar_batista_ramos.pdf: 1747057 bytes, checksum: c46633d4d17a3fd10874da9765a8f979 (MD5)Made available in DSpace on 2017-05-16T18:36:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ismar_batista_ramos.pdf: 1747057 bytes, checksum: c46633d4d17a3fd10874da9765a8f979 (MD5) Previous issue date: 2016Os dados do INEP mostram que do total de alunos com Necessidades Educacionais Especiais matriculados no ensino regular em 2013, isto ?, 648.921 alunos, 6,6% estavam na educa??o infantil, 77,8% no ensino fundamental, 7,2% no ensino m?dio, 7,8% na educa??o de jovens e adultos e 0,3% na educa??o profissional. Estes dados revelam o acesso limitado deste p?blico ? educa??o profissional e a poss?vel exist?ncia de barreiras para sua perman?ncia. Partindo desta realidade, esta pesquisa teve como objetivo geral compreender a pol?tica de inclus?o das Pessoas com Necessidades Educacionais Especiais em um campus do Instituto Federal do Norte de Minas Gerais. Buscou-se analisar as legisla??es investigando as a??es e condi??es de execu??o das pol?ticas p?blicas destinadas ?s Pessoas com Necessidades Educacionais Especiais no campus pesquisado, avaliar as a??es de inclus?o adotadas na institui??o na perspectiva discente e investigar os impactos do trabalho do NAPNE na institui??o a partir da avalia??o docente. Para este estudo, realizou-se uma pesquisa qualitativa, na modalidade estudo de caso. Entrevistou-se cinco docentes e cinco profissionais do NAPNE e aplicou-se question?rios aos quatro discentes com Necessidades Educacionais Especiais na unidade selecionada. Os dados levantados foram tratados atrav?s da an?lise de conte?do e indicaram o descompasso entre as a??es previstas nas legisla??es e no PDI e as condi??es de execu??o delas; a avalia??o das a??es na perspectiva dos discentes indicaram avan?os na inclus?o das Pessoas com Necessidades Educacionais Especiais como sistema de cotas, divulga??o e realiza??o de processos seletivos e vestibulares acess?veis, mas apontaram a escassez de a??es e servi?os para a perman?ncia ap?s o ingresso, insufici?ncia na forma??o inicial e continuada dos profissionais em educa??o inclusiva, entre outros. J? a avalia??o dos docentes sobre os impactos do trabalho do NAPNE evidenciou que este n?cleo tem papel indispens?vel na institui??o, por?m indicou falta de infraestrutura, insufici?ncia de forma??o, condi??es inadequadas de trabalho e outros fatores que limitam a atua??o do n?cleo. Conclui-se que somente aqueles alunos que se adaptam ?s condi??es existentes conseguem permanecer, o que denota condi??es de integra??o em detrimento da inclus?o. Evidencia-se como necess?ria a quebra das diversas barreiras encontradas para que o p?blico em quest?o possa ser inclu?do.Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016.INEP (National Institute of Educational Studies and Research) data show that from the total number of students with Special Educational Needs enrolled in regular education in 2013, it means, 648,921 students, 6.6% were in kindergarten, 77.8% in elementary school, 7.2% in high school, 7.8% in Youth and adult education and 0.3% in professional education. These data reveal the limited access of this public to the professional education and the possible existence of barriers to its permanence. Starting from this reality, this research had as a general goal to understand the policy of inclusion of People with Special Educational Needs in a Federal Institute of the North of Minas Gerais campus. The aim was to analyze the laws investigating the actions and conditions of execution of public policies destined for People with Special Educational Needs on the researched campus, to evaluate the inclusion actions adopted at the institution in the student perspective and to investigate the NAPNE's work impacts on the institution from the teacher evaluation. For this study, a qualitative research was made in study modality case. Five teachers and five NAPNE (Nucleus of assistance to people with special needs-NAPSN) professionals were interviewed and questionnaires were applied to the four students with Special Educational Needs in the selected unit. The collected data were treated through content analysis and indicated the mismatch between the actions foreseen in the legislations and in the PDI(Institutional development plan-IDP) and the conduct of their execution; the evaluation of actions from the students perspective indicated advances in the inclusion of People with Special Educational Needs as a quota system, disclosure and realization of accessible selective and entrance exam processes, but pointed to the actions and services scarcity for the post-stay joining, insufficiency in initial and continuing training of professionals in inclusive education, among others. On the other hand the evaluation of teachers on the impacts of NAPNE work showed that this nucleus has an indispensable role in the institution, but it indicated lack of infrastructure, lack of training, inadequate working conditions and other factors wich limit the nucleus performance. It was concluded that only those students who adapt to the existing conditions can remain, that denotes conditions of integration to the inclusion detriment. It is evident that it is necessary to break down the found several barriers so that the public in question can be included