ACESSIBILIDADE CURRICULAR: UM ESTUDO DE CASO SOBRE INCLUSÃO ESCOLAR NO INSTITUTO FEDERAL DE GOIÁS - CAMPUS LUZIÂNIA

Abstract

The current dissertation is part of the research line of Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT) and aimed to analyze the inclusive education policy proposed by the Federal Institute of Goiás for students with specific needs in integrated-mid-level technical courses. The research makes use of the qualitative approach, of the case study type, with its time frame being the actions that took place from 2017, when there was the implementation of the Service Centers for Students with Specific Needs (Napne). The participating subjects were two managers, four coordinators of integrated technical courses, 10 teachers, distributed in four areas of knowledge - Human Sciences and their Technologies, Natural Sciences and their Technologies, Languages, Codes and their Technologies and Mathematics and their Technologies, and three parents and / or guardians of students accompanied by Napne at IFG - Campus Luziânia. As instruments for the collecting of the data, there were semi-structured interviews, and the institutional documents: PDI, PPC of the integrated technical courses and the CONSUP resolution No. 30 that deals with the monitoring of students with specific needs. In order to analyze the data, obtained after the interviews, we used Bardin's content analysis (2016), which allowed us to identify six categories after the interviews: training, specialized educational assistance (ESA), integrated curriculum, resource management, special and inclusive education. Also, five categories said by the students’ responsible ones, named: school, school’s representation, family participation in learning, difficulties, difficulties in inclusion and achieved progress. The research showed that there are several factors that must be considered for the school inclusion process in the institution; among these factors, there is the qualification and training of teachers. Also, the systematization of actions that actually enable the construction of an accessible curriculum for students It is necessary, at IFG – Luziânia Campus –, an integrated planning that allows not only the student’s entering, but also the permanence and success in the courses. As a result of the research, the production of an educational product emerged, the Guidelines for Curricular Accessibility: Principles, Guidelines and Practices, which objective is to assist teachers and the academic community on the theme, reception, functional curricular organization, adaptations for curriculum accessibility. and classroom space management for this audience.