Educação inclusiva no Ifes Campus Itapina: uma proposta de acompanhamento colaborativo de estudantes com transtornos funcionais específicos

Abstract

This Intervention Project is located within the thematic scope of inclusive education linked to the concept of human rights, aiming to guarantee equity and attention to differences existing in educational institutions, more specifically on the Itapina Campus of the Federal Institute of Education, Science and Technology of Espírito Santo (Ifes). In this context there is a growing enrollment of students with specific functional disorders in regular education and the need for specific official norms that guarantee service to this public. In this way, in view of the enactment of Federal Law nº14.254, of November 30, 2021, some questions were raised: what are the enrollment rates of students with specific functional learning disorders at Ifes? What discussions has the institution been carrying out, in order to guarantee the educational support mentioned in Law nº 14.254/21? Is there any specific pedagogical proposal to serve this public? If so, how does it happen and who provides the necessary educational assistance? How is Ifes understanding these demands in the context of initial teacher training? Given this context, we present an applied research with a qualitative approach, with an interventional character, which had the general objective of understanding the educational service of students with specific functional learning disorders enrolled in Ifes, in order to subsidize the elaboration of an interventional proposal for that such institution complies with Law nº 14.254/2021. In order to reach the objective, a document analysis was carried out, followed by semi-structured interviews and a focus group, in addition to the application of a questionnaire. As a result it was possible to understand that even Ifes does not have documents that guide the specific assistance to students with specific functional disorders and that it attributes to the Pedagogical Management Coordination support for teachers and assistance to students in general, adaptations during exams and adequacy of spaces have been shown to be a way to meet some of the specificities presented. Likewise, the collaborative work of the NAPNE to meet some specificities were evidenced in the interviews, and the students suggest, in addition to the adaptations mentioned, follow-up during the evaluation with advice and specific help in the statements, adapted evaluative activities, guided monitoring with other students and collaborative work, including it in a detailed look, when while interacting with other students in the classroom. The Intervention proposal involves proposing the elaboration of didactic resources suitable for the development of the learning of students with specific functional disorders, as well as training actions within the scope of school inclusion for Ifes graduates and education professionals. It is expected that the data obtained in this research guarantee subsidy for Ifes to comply with Law 14.254/2021.