INCLUSÃO NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: evolução das matrículas da Educação Especial, infraestrutura e serviços de apoio nos IFs do Centro-Oeste (2022–2024)

Abstract

This study investigates the interface between Special Education (SE) and Vocational and Technological Education (VTE) in the Federal Institutes (IFs) of the Central-West region (IFG, IF Goiano, IFB, IFMT, and IFMS), examining the mismatch between the expansion of enrollments and the availability of institutional support. The objective was to analyze the evolution of enrollments over the 2022–2024 period, as well as to identify the availability of Multifunctional Resource Rooms (MRRs) and multidisciplinary teams in the pedagogical and health fields. The methodology, of a mixed-methods nature, was based on bibliographic and documentary research, as well as the collection of primary data through the Access to Information Law (LAI). The results indicate sustained growth in enrollments during the period, particularly an increase in records associated with Autism Spectrum Disorder (ASD). However, the analyses reveal significant heterogeneity in the infrastructure of MRRs and in the composition of support teams, indicating that the provision of specialized support does not keep pace with the rate of student intake. Furthermore, gaps and inconsistencies were identified in institutional records, compromising public transparency and the monitoring of inclusive policies. It is concluded that strengthening inclusion in the Federal Network requires more robust and integrated institutional arrangements, capable of ensuring not only formal access but also the structural and pedagogical conditions necessary for student retention and success.

Keywords: Special Education. Autism Spectrum Disorder (ASD). Specialized Educational Services. People with Disabilities (PwD).