NÚCLEO DE ATENDIMENTO ÀS PESSOAS COM NECESSIDADES EDUCACIONAIS ESPECÍFICAS: OBSTÁCULOS E SUPERAÇÕES NO INSTITUTO FEDERAL GOIANO

Abstract

Special education goes through all levels and modalities of education. In this research, we propose to study it in the context of Technological Professional Education (TPE) - Educação Profissional Tecnológica, in order to clarify how the process of creation, implementation, structuring and operation of NAPNE is done at the Goiano Federal Institute (IF Goiano). Bisides that, we aim to identify the problems, obstacles and issues that the Center of Assistance to People with Specific Educational Needs (Núcleo de Atendimento às Pessoas com Necessidades Educacionais Específicas - NAPNE) encounter in their implementation and in the realization of socio-educational inclusion, at the Goiano Federal Institute. NAPNE is formed by a committee whose purpose is to implement and stimulate inclusive actions inside and outside the Federal Institutes. It works as an advisory sector within the Rectory, linked to the Dean of Teaching, and as an advisory sector for teachers, students (with disabilities, educational needs or specific needs), parents/guardians and other civil servants on each campus. In order to carry out this investigation, a case study was conducted, with a qualitative approach divided into three moments: exploratory research, documentary research and field research. Initially, we conducted a study of the historical context of TPE and inclusion in Brazil until the implementation of NAPNE at the Federal Institute, as well as a review of the literature on these centers until this year. Thereafter, we carried out an exploratory survey on the 12 IF Goiano campuses, and then documentary research by scanning their legal documents covering inclusion and the NAPNE. The field research took place in (2) two IF Goiano campuses, applying a mixed questionnaire (Google Forms) with 13 teachers and open with (6) six parents/guardians of students with specific educational needs attended by the Center. In addition, we conducted a semi-structured interview with (2) two NAPNE coordinators from Campus A and Campus B, who were part of the sample. Thus, we identified that there was a lack of visibility of NAPNE and the actions taken by it in IF Goiano, as well as barriers that this Center encounters to perform the attributions that are its responsibility. With this in mind, we designed an educational product (NAPNE Notebook) that could somehow highlight NAPNE while revealing its obstacles and equally actions that every member of the school community could take to overcome these obstacles. NAPNE's Notebook was previously evaluated by 12 officials and legal guardians at IF Goiano, through an online form with 10 closed questions, elaborated based on the axes for analysis and construction of Kaplún's educational messages. After that, the application took place at Campus A and Campus B, in which 45 people participated, including teachers, parents/guardians, NAPNE professionals and other civil servants, all participants answered a scale questionnaire in the Likert model. It was possible, with this study, to list the obstacles that NAPNE have faced in the institutional, administrative, educational and family spheres, at the same time to establish the possibilities of overcoming them. Therefore, we believe that the NAPNE’s Notebook could provide greater visibility to the Center actions, as well as the expansion of the concepts that readers had about NAPNE, also clarifying that inclusion is a joint action of all members of the school community and not an isolated action.