As políticas de inclusão no âmbito da educação profissional e tecnológica: o caso do Instituto Federal do Espírito Santo

• Ano de defesa: 2013
• Autor(a) principal: Zamprogno, Marisange Blank
• 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: Inclusion policies; Inclusive education; Vocational and technological education; Políticas de inclusão; Educação profissional e tecnológica; Educação inclusiva; Ensino profissional; Política e educação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/6042

It presents an analysis of a qualitative method approach case study setting in Diversity and educational practices inclusions , which investigates how have been delineated the official inclusion curricular policies of education at the Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (Ifes). As theoretical background the study has been inspired on the concept of Freire alongside with academic production contribution on inclusion in professional education for, also rooted in perspectives on inclusive education, to stimulate informed debates on the importance of this process in addressing this conceptualization of education, and focusing on the issues of the right of education. It highlighted the seventeen campuses implemented in Espírito Santo and the Ifes head teachers, in order to consider in their official documents also how the managers contextualized inclusion in the institution, as well identifying the responses of understanding this procedure in these campuses, to intend the conception of inclusive education. The theoretical methodology orientation is characterized by the evidential paradigm proposed by Ginzburg and involves the following actions: visits to campuses, literature review, questionnaires and interviews, and document analysis. In this research, evidences have been found that lead to the raise of hypothesis, namely: the social inclusion, inclusion of people with special needs, including youth and adults, inclusion throughout distance education (EaD), inclusion issues relating to ethnicity, gender, culture and religion, and the challenges of a campus thinking education for all. The study discovers the existence of some policies, actions and movements towards inclusion in the institution, but also some difficulties to implement them. Also indicates the need for the institution put together their efforts in employing policies along with more structured thinking in education for all