Desafios e possibilidades na inclusão de alunos com deficiência no PROEJA IFES campus Vitória no NAPNE

• Ano de defesa: 2014
• Autor(a) principal: Silva, Rosilene Gonçalves da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Physical Desability; Inclusion; Deficiência; Napne; Proeja; Inclusão; Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Brasil); Distúrbios da aprendizagem; Educação especial; Inclusão em educação; Aprendizagem em equipe na educação; Inclusão escolar; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/8630

The presented Work is a result of the investigation that had as object of study the educative practices with a view to the inclusion promoted by the Federal Institute of Education, Science and Technology of Espírito Santo (Ifes) Campus Vitória, within the National Program for the Integration of Professional Education to Basic Education in the Modality of Youth and Adult Education (Proeja), involving students with disabilities of the Safety Technical Course that had as support the Nucleus of Assistance to Person with Special Needs (Napne). It aimed to know and evaluate the inclusive policy of Ifes Campus Vitória based on ongoing actions - and already implemented - in the Institutional Development Plan and the Institutional Pedagogical Project. We enphasize the Napne’s actinos and activities in order to include these students in this site. We chose the methodology of the case study, taking as instruments for data collection: field journals; Participant observation, document analysis, interviews and application of questionnaires to eighteen people among teachers, students, trainees, psychologist and coordinator. Before the studied reality, we can infer from the current legislation in the field of inclusive education and the raised empirical data, that inclusion has been pointed out by the involved actors as positive, leading to a series of changes for the execution of the proposal even against difficulties. As results, the docentes long for continuous training with the participation of all teachers (general and technical areas), like a place for exchanging experiences, learning and constitution of new knowledge and as a necessary tool to increase everyone’s awareness of the inclusive process and change of mentality. Napne has been consolidated as an instrument to strengthen inclusion, supporting not only the entry of this student, but mainly, his/her permanence and completion of the course, although we still note the lack of human resources capable of adequately serving young people and adults with disabilities.