NAPNES, FORMAÇÃO DOCENTE E GOVERNANÇA DA INCLUSÃO NA EPT: EVIDÊNCIAS MULTICAMPI E MULTINIVEIS DO IF GOIANO

Abstract

This study analyzes, based on a multi-campus and multilevel empirical dataset from the Federal Institute Goiano (IF Goiano), the contribution of the Centers for Support to People with Specific Educational Needs (NAPNEs) to teacher development for Inclusive Education in Professional and Technological Education (PTE). The analysis integrates training exposure, conceptual clarity, institutional support, and operational maturity. A cross-sectional, convergent mixed-methods design was employed, using a hybrid digital questionnaire and triangulation of closed- and open-ended items. Forty-seven eligible cases (≥1 year of institutional tenure) were analyzed and stratified by occupational profile: institutional education manager; member of NAPNE; Member of NAP; and teacher at EPT. Full conceptual clarity regarding inclusive terminology was not predominant, with an intermediate level prevailing. Training exposure was positively associated with conceptual clarity, and among teachers, NAPNE support was related to perceived contributions to instructional planning and pedagogical adaptation. Convergent barriers included lack of specialized training, workload overload, insufficient resources, and structural constraints. Within the governance stratum, higher operational maturity was associated with greater perceived effectiveness of training initiatives. The findings indicate that perceived effectiveness depends on alignment among recurring training, applied support, and institutional implementation capacity, underscoring the need to strengthen monitoring and implementation conditions.