Educação especial na perspectiva inclusiva e práticas docentes no Instituto Federal do Espírito Santo: a construção de espaços coletivos de formação continuada no campus Nova Venécia

Abstract

This interventional proposal, entitled as Special Education in the perspective of inclusion and Teaching Practices at the Federal Institute of Espírito Santo: the construction of collective spaces for continuing education at the Nova Venécia Campus, is the result of a research that aims to understand the pathways of teaching activities in the Civil Engineering course at the Federal Institute of Espírito Santo, Nova Venécia Campus, focusing on the scope of inclusive education for deaf or hearing deficiency students, identifying potential issues and challenges, in order to situate and propose paths of continuing and collective education regarding to mentioned educational context. The investigations carried out are linked to the qualiquantitative approach, with the predominance of the qualitative bias. The collaborative research guides the study, whose theoretical assumptions are those of critical pedagogy. Document analysis and semi-structured interviews with professors in conversation circles were instruments for data collection. Data analysis is based on Bardin's (2021) content analysis. The motivation for this interventional research are the impacts of the enactment of Law 13409/2016, which guaranteed the reservation of vacancies in the selection processes for admission to technical courses integrated to high school level and graduation of the Federal Education Institutions for people with disabilities, significantly increasing enrollments of these students in the Institutes, in the case of this research, at the Ifes, Nova Venécia Campus. The theoretical foundation is based on Nóvoa (1992; 2009; 2017; 2019), Freire (1980; 1983; 1996, 2005), Zeichner (1993), Pimenta (2012), Imbernón (2010; 2009a; 2009b), André ( 2016), Giesta (2005), Arroyo (2012), Gadotti (2008), Libâneo (1994; 2000), Alarcão (2011), Dorziat (2009), Quadros (1997; 2004), Sassaki (2010), Mantoan (2015), Vasconcellos (2012), among others. In view of this outlook, in view of the implications of the cited law and the analytical panorama constructed with the research, it was based the premise that the creation of collective spaces for continued teacher education, where teachers, based on their concrete problems with their students cases, in a continuous process of action-reflection-action, will have the opportunity to discuss practice-theory, in order to build possible paths for learning of all students, and this is what will constitute the institution, in fact, inclusive. In this way, the interventional research revealed that the professors identify several methodological and communication difficulties when working with deaf or hard of hearing students, which is highlighted by the lack of information and training on the deficiencies. They also identify barriers regarding to the teaching hours and point out the institutionalization of collective training as a need to enhance inclusive practices, thus, relying on the data, the interventional proposal it is presented as “Collective training at Ifes Nova Venécia Campus: the power of sharing, teaching and learning in collaboration”.