Inclus?o de estudantes com defici?ncia no Instituto Federal da Para?ba a partir da a??o TEC NEP

• Main Author: Silva, Riv?nia de Sousa
• Other Authors: 55435610400
• Language: Portuguese
• Published: Universidade Federal do Rio Grande do Norte 2016
• Subjects: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Alunos com defici?ncia; Educa??o profissional; A??o TEC NEP; Inclus?o
• Online Access: http://repositorio.ufrn.br/handle/123456789/19953

Submitted by Automa??o e Estat?stica ([e-mail]) on 2016-03-02T23:09:21Z No. of bitstreams: 1 RivaniaDeSousaSilva_DISSERT.pdf: 2004192 bytes, checksum: 2840cc3f72071ca42052f652cfd4025b (MD5) === Approved for entry into archive by Arlan Eloi Leite Silva ([e-mail]) on 2016-03-04T23:11:34Z (GMT) No. of bitstreams: 1 RivaniaDeSousaSilva_DISSERT.pdf: 2004192 bytes, checksum: 2840cc3f72071ca42052f652cfd4025b (MD5) === Made available in DSpace on 2016-03-04T23:11:34Z (GMT). No. of bitstreams: 1 RivaniaDeSousaSilva_DISSERT.pdf: 2004192 bytes, checksum: 2840cc3f72071ca42052f652cfd4025b (MD5) Previous issue date: 2014-08-27 === Esta investiga??o realizada no Instituto Federal de Educa??o, Ci?ncia e Tecnologia da Para?ba ? IFPB, C?mpus Jo?o Pessoa objetivou analisar o processo de inclus?o de estudantes com defici?ncia nos cursos superiores a partir da implanta??o da A??o Educa??o, Tecnologia e Profissionaliza??o para Pessoas com Necessidades Educacionais Especiais (A??o TEC NEP). Inicia com a discuss?o a respeito da educa??o profissional e da educa??o especial numa perspectiva inclusiva, voltada para pessoas com defici?ncia, no contexto hist?rico dessas duas modalidades de educa??o, considerando o cen?rio mundial e a pol?tica educacional brasileira vigente. Apresenta a A??o TEC NEP no ?mbito nacional e local, atrav?s da an?lise dos documentos oficiais com o prop?sito de conhecer e avaliar o processo de inclus?o escolar no IFPB C?mpus Jo?o Pessoa. O referencial te?rico utilizado contribuiu na an?lise das pol?ticas voltadas para a inclus?o nas institui??es de ensino superior da rede federal de educa??o profissional. A metodologia empregada apresenta uma abordagem qualitativa dos dados, atrav?s do m?todo Estudo de Caso, utilizando como instrumento de coleta de dados a observa??o espont?nea, entrevistas e an?lise documental, tendo como participantes alunos com defici?ncia dos cursos superiores do IFPB C?mpus Jo?o Pessoa atendidos pelo NAPNE. Os resultados a partir dos dados analisados apontam para a constata??o de que os alunos participantes dessa pesquisa avaliam positivamente seu processo de inclus?o escolar na institui??o investigada apesar das dificuldades e entraves especialmente das barreiras arquitet?nicas. Conclui-se que a cria??o do N?cleo de Atendimento ?s Pessoas com Necessidades Educacionais Especiais (NAPNE), atrav?s da A??o TEC NEP teve fundamental import?ncia para pautar na institui??o a discuss?o acerca da inclus?o dando maior visibilidade ?s demandas dos alunos com defici?ncia para facilitar o acesso, a perman?ncia e o sucesso acad?mico desses alunos no IFPB c?mpus Jo?o Pessoa. === The current research developed in the Federal Institute of Para?ba ? IFPB, Jo?o Pessoa C?mpus, aimed at analyzing the inclusion of students with disabilities in undergraduate courses based on the TEC NEP Action. It departs from the discussion about professional and special education in an inclusive perspective, focusing on people with disabilities, in the social context of these two modalities of education, considering the world scenario and the current Brazilian educational policy. It discusses the TEC NEP Action within the national and local context through the analysis of the official documents with the objective of getting familiarized and evaluating the process of educational inclusion in the IFPB Jo?o Pessoa C?mpus. The theoretical reference used contributed to the analysis of the policy which focused on inclusion in federal undergraduate institutions for professional education. The methodology used presents a qualitative analysis, having as subject of the research students with disabilities from undergraduate courses in the IFPB Jo?o Pessoa C?mpus who are supported by NAPNE. The results based on the analyzed data show that volunteer students from this research evaluate their process of inclusion in the appointed institution as positive, in spite of challenges specially the ones related to architectural barriers. It is concluded that the foundation of the House for Supporting People with Special Education Needs ? (NAPNE) through the TEC NEP Action had crucial importance in the basis for the discussion about inclusion in the institution, widening the vision towards the demands of students with disabilities in order to facilitate access, permanence and academic success of these students.