A inclusão educacional nos cursos técnicos integrados ao ensino médio em uma instituição de educação, ciência e tecnologia no estado de Rondônia na percepção de estudantes com deficiência, professores e coordenadores
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Data
2022-02-03
Autores
Silva, Sônia Carla Gravena Cândido da
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa tem como tema a inclusão educacional no ensino profissionalizante. O movimento mundial para a educação inclusiva exige que as instituições de ensino regular se organizem para ofertar educação de qualidade para todos, incluindo as pessoas com deficiência, em todos os níveis de ensino. Desta forma, a presente pesquisa objetivou investigar aspectos do ensino profissional ofertado às pessoas com deficiência nos cursos técnicos integrados ao ensino médio, em uma Instituição de Educação Ciência e Tecnologia no Estado de Rondônia, quanto ao processo formativo profissionalizante, a partir da percepção dos estudantes com deficiência, professores e coordenadores. Como objetivos específicos destacam-se: levantar ações institucionais de apoio ao processo formativo da pessoa com deficiência; investigar os principais documentos institucionais que respaldam e direcionam as ações inclusivas na instituição, analisar as possíveis barreiras percebidas pelos estudantes no processo de formação profissional no curso técnico integrado ao ensino médio; analisar as possíveis barreiras percebidas pelos professores e coordenadores no atendimento ao aluno com deficiência; analisar aspectos do processo de ensino e aprendizagem das pessoas com deficiência incluídas no ensino profissional, investigando também possíveis adaptações realizadas para o processo de ensino-aprendizagem; identificar expectativas de formação, profissionalização e continuidade de estudos do estudante com deficiência inserido nos cursos técnicos integrados ao ensino médio na perspectiva dos próprios estudantes, professores e coordenadores de curso. A pesquisa adotou uma abordagem qualitativa e, quanto aos objetivos, se caracterizou como descritiva. A técnica de coleta de dados utilizada foi a de entrevistas semiestruturadas, realizadas com cinco estudantes, três professores e seis coordenadores da instituição pesquisada, bem como pesquisa documental nos principais documentos institucionais que orientam e normatizam a inclusão no Instituto. As entrevistas foram realizadas no período de agosto de 2019 a junho de 2020. Para análise dos dados utilizou os procedimentos descritos pela técnica de análise de conteúdo. Os resultados demonstraram que o Núcleo de Apoio às Pessoas com Necessidades Educacionais Específicas (NAPNE) desenvolve importante papel na instituição, todavia, ainda se apresenta com uma estrutura frágil, no que diz respeito à composição dos membros que dividem atribuições com setores de lotação original, destinando pequena carga horária para atuação no núcleo e ainda a não disponibilidade de cumprimento integral de carga horária, tendo em vista as demandas do setor de lotação; indisponibilidade de recursos financeiros próprios para o núcleo; ausência de professor de educação especial para desenvolvimento do Atendimento Educacional Especializado (AEE) quando necessário, bem como a falta de articulação com demais setores no desenvolvimento de uma instituição inclusiva. Foram localizados importantes investimentos da Instituição na busca pela implementação de uma educação voltada ao atendimento da diversidade, entretanto, exigindo maior articulação entre si. Dentre as barreiras percebidas é possível citar as de ordem arquitetônica, de informação e comunicação, e principalmente as atitudinais, que acabam se revelando também nas perspectivas de futuro profissional e possibilidades de atuação no mundo do trabalho.
This research has its theme the educational inclusion in vocational education. This world movement requires regular education institutions to organize themselves to offer education to everyone, including people with disabilities, at all levels of education. Thus, this research aimed to investigate the vocational education offered to people with disabilities in technical courses integrated into high school, in a Science and Technology Education Institution in the State of Rondônia, regarding the vocational training process, based on the perception of students with disability, teachers and coordinators. As specific objectives, the following stand out: to raise institutional actions to support the training process of people with disabilities included in technical courses integrated into high school; Investigate the main institutional documents that support and directed inclusive actions in the institution; To analyze the possible barriers perceived by students in the process of professional training in the technical course integrated into high school; To analyze the possible barriers perceived by teachers and coordinators in assisting students with disabilities in the technical course integrated into high school; To analyze aspects of teaching and learning process of people with disabilities included in professional education, also investigating possible adaptations made to the teaching-learning process; to identify expectations for the formation, professionalization and continuity of studies of students with disabilities inserted in technical courses integrated into high school from the perspective of the students, teachers and course coordinators. The research adopted a qualitative approach and, regarding the objectives, it was characterized as descriptive. The data collection technique used was that of semi-structured interviews, carried out with five students, three professors and six coordinators of the researched institution, as well as documentary research in the main institutional documents that guide and regulate inclusion in the institute. The interviews were carried out between august 2019 and june 2020. For data analysis, the research used the procedures described in Content Analysis technique. The results showed that the Support Center for People with Specific Educational Needsplays (NAPNE) an important role in the institution, however, despite this importance, it still presents a fragile structure, with regard to: composition of members who share attributions with sectors of original capacity, allocating a small workload to work in the support center and still the nonavailability of full compliance with the workload, in view of the demands of the capacity sector; unavailability of own financial resources for the support center; absence of a special education teacher for the development of the Specialized Educational Service (AEE) when necessary, as well as the lack of articulation with other sectors in the development of an inclusive institution. Important investments of the Institution were found in the search for the implementation of an education aimed at diversity, however, requiring greater articulation between them. Among the perceived barriers, it is possible to mention the architectural, information and communication barriers, and especially the attitudinal ones, which also end up revealing themselves in the perspectives of a professional future and possibilities of acting in the world of work.
This research has its theme the educational inclusion in vocational education. This world movement requires regular education institutions to organize themselves to offer education to everyone, including people with disabilities, at all levels of education. Thus, this research aimed to investigate the vocational education offered to people with disabilities in technical courses integrated into high school, in a Science and Technology Education Institution in the State of Rondônia, regarding the vocational training process, based on the perception of students with disability, teachers and coordinators. As specific objectives, the following stand out: to raise institutional actions to support the training process of people with disabilities included in technical courses integrated into high school; Investigate the main institutional documents that support and directed inclusive actions in the institution; To analyze the possible barriers perceived by students in the process of professional training in the technical course integrated into high school; To analyze the possible barriers perceived by teachers and coordinators in assisting students with disabilities in the technical course integrated into high school; To analyze aspects of teaching and learning process of people with disabilities included in professional education, also investigating possible adaptations made to the teaching-learning process; to identify expectations for the formation, professionalization and continuity of studies of students with disabilities inserted in technical courses integrated into high school from the perspective of the students, teachers and course coordinators. The research adopted a qualitative approach and, regarding the objectives, it was characterized as descriptive. The data collection technique used was that of semi-structured interviews, carried out with five students, three professors and six coordinators of the researched institution, as well as documentary research in the main institutional documents that guide and regulate inclusion in the institute. The interviews were carried out between august 2019 and june 2020. For data analysis, the research used the procedures described in Content Analysis technique. The results showed that the Support Center for People with Specific Educational Needsplays (NAPNE) an important role in the institution, however, despite this importance, it still presents a fragile structure, with regard to: composition of members who share attributions with sectors of original capacity, allocating a small workload to work in the support center and still the nonavailability of full compliance with the workload, in view of the demands of the capacity sector; unavailability of own financial resources for the support center; absence of a special education teacher for the development of the Specialized Educational Service (AEE) when necessary, as well as the lack of articulation with other sectors in the development of an inclusive institution. Important investments of the Institution were found in the search for the implementation of an education aimed at diversity, however, requiring greater articulation between them. Among the perceived barriers, it is possible to mention the architectural, information and communication barriers, and especially the attitudinal ones, which also end up revealing themselves in the perspectives of a professional future and possibilities of acting in the world of work.
Descrição
Palavras-chave
Ensino profissional, Educação inclusiva, Educação especial, Acessibilidade, Professional education, Inclusive education, Special education, Accessibility
Como citar
Silva, Sônia Carla Gravena Cândido da. A inclusão educacional nos cursos técnicos integrados ao ensino médio em uma instituição de educação, ciência e tecnologia no estado de Rondônia na percepção de estudantes com deficiência, professores e coordenadores. Universidade Estadual Paulista (Unesp), 2022.