Acesso e permanência de alunos com deficiência no ensino médio integrado da rede federal: tecendo diálogos entre a educação especial e a educação profissional, tecnológica.

Abstract

ABSTRACT The importance about the scholar inclusion of person with disabilities (PWD) reached its peak with the publication of the Brazilian Inclusion Law (LBI) in 2015. Regarding the right to education, chapter IV of the LBI, Law No. 13,146 / 2015, reinforces LDB 9394/96 in relation to access and permanence of PWD at education degrees. It also corroborates that the government policies must ensure, implement, monitor the access of the PWD to education, enabling the equality of opportunities and conditions as any other citizens. This is a qualitative, case study, seeking to know, understand and analyze the educational, political-pedagogical and social aspects of access and permanence of PWD in the integrated high school of the IFBA. Also we applied the literature postulations regarding special education from the perspective of inclusive education, technological professional education, and discussions concerning the relationship established between disability and society through historical and cultural processes were adopted as an epistemological and conceptual support. Data were collected from semi-structured interviews, interpreted through data triangulation, relating the theories that verses about special education in an inclusive perspective, information from the social actors of this research, as well as the researcher's implications with the theme. This study was approved by an ethics committee according to CEP / IFBA No. 2,240,995 / 2017 and the results were discussed according to two categories of analysis: Access and Permanence. Discrimination was the element of the central nucleus of social representations adopted by the researcher, which was discussed with the other elements of the central and peripheral nucleus, evoked by the social actors of this research. In the Access category, positive aspects were the reservation of PWD positions since 2006, the offer of differentiated accessibilities services during the selection process. Meanwhile, the factor that mostly obstructs the access is the barriers to communicational and information accessibility, since there is no disclosure about differentiated services during the selection process (PROSEL). In the Permanence category, the positive aspects cited were: The support of NAPNE from the Barreiras campus, to teachers, through information about the students' disabilities, as well as guidelines for pedagogical practices in the classroom. On the Salvador campus, CAPNE assists students in academic difficulties with adaptations, transcriptions of teaching materials, and in emotional demands related to the process of staying at the institution. As hinder factors that impacted permanence, the following were mentioned: Discrimination; Unavailability of specialized professionals and institutional support for NAPNE and CAPNE; Communication and information accessibility barriers; Methodological / pedagogical accessibility barrier; Attitudinal accessibility barrier; Deficit in training / continuing education in special education from the perspective of inclusive education for workers. The word evoked by all respondents and a central component in this work is discrimination. Considering the information obtained and the dialogues elaborated in this research, it was identified that it is necessary a Political investment by IFBA in the access actions of and permanence, promoting an intensification of the critical sense and seeking a reflective posture of educational practices.