Challenges and strategies to make IFRS - Campus Bento Gon?alves an inclusive school

Autor: Bortolini, Sirlei
Přispěvatelé: Paula, Luc?lia Augusta Lino de, Damasceno, Allan Rocha, Hora, Dayse Martins
Jazyk: portugalština
Rok vydání: 2012
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFRRJ
Universidade Federal Rural do Rio de Janeiro (UFRRJ)
instacron:UFRRJ
Popis: Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2020-07-07T13:08:23Z No. of bitstreams: 1 2012 - Sirlei Bortolini.pdf: 3763605 bytes, checksum: f410410afc09848bb3cc8009896b540b (MD5) Made available in DSpace on 2020-07-07T13:08:23Z (GMT). No. of bitstreams: 1 2012 - Sirlei Bortolini.pdf: 3763605 bytes, checksum: f410410afc09848bb3cc8009896b540b (MD5) Previous issue date: 2012-09-13 This thesis sets forth an investigation held on Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Sul (Federal Institute for Education, Science and Technology of Rio Grande do Sul State) - Campus Bento Gon?alves (IFRS ? C?mpus BG) with the purpose of bringing up the conditions of physical and attitudinal accessibility offered to the students with special educational needs that are included in this institution. This paper presents a discussion about Inclusive Education, the historical evolution of the servicing to the people with impairments and the process of overcoming the social exclusion and the segregation suffered by the people considered 'different' of the established standard of normality. The Brazilian educational policies following the guidelines coming from the international organizations point to the adoption of an inclusive education, impacting professional education in the country. In this sense, we investigated the current actions on IFRS, contemplating the goals and actions of the Institutional Development Plan and the Institutional Pedagogical Project in order to acknowledge and evaluate the process of academic inclusion on IFRS ? Campus BG focusing on providing access, retention and successful exit of the students with special needs.The theoretical reference serves as a guide to the analysis of the policies for inclusive education in the regular education institutions, its evolution, the resistance to this process and the strategies to promote the inclusion in the federal institutions of professional education. This research involved managers, teachers, technical and administrative staff and students with special needs aiming to analise the demands and needs of the students, technicians and teachers, as well as changes on the environment for the achievement of an inclusive institution. The methodology used sets forth a qualitative approach to the data obtained by the application of questionnaires and interviews and documental analysis. Our findings point to the fact that academic inclusion in the investigated institution is an ongoing process and despite the difficulties and obstacles, some changes have occurred, favoring the inclusive proposal and its acceptance among the faculty and students. The creation of N?cleo de Atendimento ?s Pessoas com Necessidades Educacionais Especiais - Napne/BG (Center for Assistance of People with Special Needs) within the TEC NEP Program is essential to facilitate access, permanency and academic success of the students with special educational needs, promoting their inclusion in the IFRS Campus BG. Esta disserta??o apresenta a investiga??o realizada no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Sul - C?mpus Bento Gon?alves (IFRS ? C?mpus BG) com o prop?sito de levantar as condi??es de acessibilidade f?sica e atitudinais propiciadas aos alunos com necessidades educacionais especiais (NEEs) inclu?dos nessa institui??o. Este trabalho apresenta a discuss?o sobre a Educa??o Inclusiva, a evolu??o hist?rica do atendimento ?s pessoas com defici?ncia e o processo de supera??o da exclus?o social e da segrega??o sofrida pelas pessoas consideradas ?diferentes? do padr?o de normalidade estabelecido. As pol?ticas educacionais brasileiras, seguindo as orienta??es advindas dos organismos internacionais, apontam para a ado??o de uma educa??o inclusiva, impactando a educa??o profissional no pa?s. Nesse sentido, investigamos as a??es em curso no IFRS, contemplando as metas e a??es do Plano de Desenvolvimento Institucional e o Projeto Pedag?gico Institucional com o prop?sito de conhecer e avaliar o processo de inclus?o escolar no IFRS - C?mpus BG, focalizando o acesso, perman?ncia e a sa?da com sucesso dos alunos com NEEs. O referencial te?rico utilizado nos ajuda a analisar as pol?ticas voltadas para a inclus?o escolar das institui??es de ensino regular, sua evolu??o, a resist?ncia a esse processo e estrat?gias para favorecer a inclus?o nas institui??es da rede federal de educa??o profissional. Esta investiga??o envolveu gestores, professores, servidores t?cnicoadministrativos e alunos com NEEs analisando as demandas e necessidades de estudantes, t?cnicos e professores, assim como de mudan?as no ambiente, para a efetiva??o de uma institui??o inclusiva. A metodologia empregada apresenta uma abordagem qualitativa dos dados obtidos pela aplica??o de question?rios e entrevistas e an?lise documental. Nossas conclus?es apontam para a constata??o de que a inclus?o escolar na institui??o investigada ? um processo em curso, e apesar das dificuldades e entraves, uma s?rie de mudan?as vem ocorrendo, favorecendo a proposta inclusiva e sua aceita??o entre o corpo docente e discente. A cria??o do N?cleo de Atendimento ?s Pessoas com Necessidades Educacionais Especiais (Napne/BG) dentro do Programa TEC NEP ? fundamental para facilitar o acesso, a perman?ncia e o sucesso acad?mico dos estudantes com necessidades educacionais especiais, promovendo a inclus?o dos mesmos no IFRS - C?mpus BG.
Databáze: OpenAIRE
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