Inclus?o na Educa??o Profissional e Tecnol?gica: uma an?lise no Instituto Federal do Norte de Minas Gerais

Linha de pesquisa: Educa??o, Cultura e Sociedade.Desde a promulga??o das leis que tratam da inclus?o dos alunos p?blico-alvo da educa??o especial no ensino regular, ? tarefa das institui??es de ensino buscar a supera??o das barreiras existentes a fim de promover a inclus?o destes estudantes, sem quaisquer distin??es. Em se tratando do ensino profissional e tecnol?gico, mais especificamente nos Institutos Federais de Educa??o, ? not?ria a mobiliza??o para a promo??o do acesso, perman?ncia e conclus?o da escolariza??o destes alunos. No entanto, muitas institui??es ainda se encontram em gradativo estabelecimento de suas pol?ticas inclusivas, visando assegurar o atendimento a este p?blico. Assim, com o intuito de compreender tais contextos,esta pesquisa teve por objetivo analisar o panorama da inclus?o no Instituto Federal do Norte de Minas Gerais(IFNMG), na perspectiva dos coordenadores dos N?cleos de Atendimento ?s Pessoas com Necessidades Espec?ficas (NAPNEs), docentes e estudantes com defici?ncia matriculados na institui??o. Para tanto, utilizou-se as metodologias quantitativa e qualitativa, com a participa??o de 11 coordenadores de NAPNEs, que responderam um question?rio semi estruturado; 165 professores e 03 alunos p?blicos da educa??o especial, que responderam um question?rio com quest?es abertas. A partir da an?lise dos dados foi constatado que sob a perspectiva dos coordenadores dos NAPNEs, esses n?cleos apresentam uma importante atua??o na institui??o e, apesar da necessidade de estrutura??o, figuram-se como uma refer?ncia inclusiva em seus campi. J? os docentes, apesar de pouca informa??o e car?ncia de forma??o na ?rea, demonstram boa receptividade em rela??o a inclus?o dos alunos p?blico-alvo da educa??o especial no ensino t?cnico e superior. Em rela??o aos estudantes com defici?ncia, evidenciou-se que as lacunas de forma??o docente e instabilidade das pol?ticas de inclus?o refletem diretamente no atendimento construtivo destes alunos. Conclui-se, portanto, que a institui??o se mostra aberta e intencionalmente disposta a estabelecer a inclus?o em todas as suas unidades, no entanto, encontra-se ainda em processo de estrutura??o de suas pol?ticas inclusivas, assim como de consolida??o de seus NAPNEs. Necessitando assim de mais investimento em seus processos formativos, visando o estabelecimento de pol?ticas inclusivas que atendam toda a institui??o.Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2021.Since the enactment of laws dealing with the inclusion of students targeted for special education in regular education, it is the task of educational institutions to seek to overcome existing barriers in order to promote the inclusion of these students, without any distinctions. When it comes to professional and technological education, more specifically in the Federal Institutes of Education, it is notorious the mobilization to promote access, permanence and completion of schooling for these students. However, many institutions are still in the gradual establishment of their inclusive policies, aiming to ensure service to this public. Thus, in order to understand such contexts, this research aimed to analyze the panorama of inclusion in the Instituto Federal do Norte de Minas Gerais (IFNMG), from the perspective of coordinators of the Centers for People with Specific Needs (NAPNEs), teachers and students with disabilities enrolled in the institution. For this, we used the quantitative and qualitative methodologies, with the participation of 11 coordinators of NAPNEs, who answered a semi-structured questionnaire; 165 professors and 03 public students of special education, who answered a questionnaire with open questions. From the data analysis it was found that from the perspective of the NAPNEs coordinators, these centers have an important role in the institution and, despite the need for structuring, they appear as an inclusive reference on their campuses. The faculty members, despite little information and lack of training in the area, show good receptivity regarding the inclusion of students targeted for special education in technical and higher education. In relation to students with disabilities, it was evidenced that the gaps in teacher training and the instability of the inclusion policies reflect directly in the constructive care of these students. We conclude, therefore, that the institution is open and intentionally willing to establish inclusion in all its units, however, it is still in the process of structuring its inclusive policies, as well as the consolidation of its NAPNEs. Thus, it needs more investment in its training processes, aiming at the establishment of inclusive policies that serve the entire institution