O financiamento da educação especial no Instituto Federal do Espírito Santo (IFES) e os desafios da sua execução

Abstract

This research focused on analyzing the technical-administrative and legal challenges faced by the Federal Institute of Espírito Santo (Ifes) in the implementation of special education policies from an inclusive perspective, relying on the theoretical contributions of Bortelo et al. (2012), Mantoan (1998; 2003), Kassar et al. (2012; 2018; 2019), Caiado et al.(2009), Garcia (2013), Lehmkuhl (2018), Mendes (2019) and Rebelo et al. (2017). The general objective was to understand what the challenges are in the implementation of special education from an inclusive perspective in Ifes campi, based on the theoretical foundations of this educational modality and the perspective of the heads of the institution through their practical actions, while the specific objective was to identify these challenges and propose financing and legal structuring strategies that allow the effective application of this public policy. Methodologically, it is a qualitative research of an applied nature, exploratory in terms of its objectives and field research in terms of procedures. The research population consisted of campi and presbytery administrative directors, general administration coordinators and NAPNEs coordinators, totaling 54 participants. The data collection tools included the use of semi-structured questionnaires and the conduct of semi-structured interviews, analyzing the data using the content analysis technique proposed by Bardin (2016). The results show that human and financial resources are insufficient, that the accessibility infrastructure is precarious, that the recruitment of specialized professionals to provide direct support to students with special educational needs is not possible due to rigid norms, and that NAPNEs need to be strengthened. We conclude that despite all the progress made, special education at Ifes still has a gap between theory and practice that requires more integrated policies, legal flexibility in the recruitment of special educators, strengthening of support centers and a cultural change in the school environment to ensure the full educational rights of people with disabilities.