Deficiência visual na educação profissional e tecnológica: estratégias de inclusão, permanência e formação continuada docente em Manaus-AM

Abstract

This research aimed to describe the main challenges faced in strategies and procedures for identifying non-quota students with visual impairments, from the perspective of faculty members, coordinators of secondary-level courses in the Integrated Program in Vocational and Technological Education, and the management of the Coordination of Assistance to People with Special Educational Needs, formerly the Support Center for People with Special Educational Needs at the Manaus Centro Campus of the Federal Institute of Amazonas (CMC/IFAM). The research sample consisted of 18 participants, distributed as follows: five faculty members from the regular area, five faculty members from the technical area, five course coordinators, and three CAPNE managers. This research adopted a qualitative approach, organized as a case study, of an applied nature, and, in terms of objectives, is characterized as exploratory. Data collection instruments included semi-structured interviews and questionnaires administered to faculty, technical high school course coordinators, and CAPNE managers who worked from 2012 to 2019 at the Manaus Centro/IFAM Campus. The procedures also included bibliographical and documentary research, allowing for a historical contextualization of the investigated topic. The collected data were analyzed using Discursive Textual Analysis (DTA) procedures according to Moraes and Galiazzi (2016), following the three stages that are part of the analysis cycle: unitarization; categorization; and metatext. The aim was to systematize, analyze, and discuss the inferences necessary to investigate discursive information, seeking to discuss procedures for identifying students with specific educational needs who were not admitted to the Institute through quotas for visual impairment. The aim was to improve, influence, and encourage strategies and procedures through pedagogical actions in the institution's formal and informal spaces, aiming to identify these students. Along the way, an educational product was developed whose objective is to intervene in the identified and specific areas, aiming to collaborate with the work of education professionals in the pre- identification and reception of students with visual impairments, ensuring their retention and academic success. As a result, we hope to contribute to the promotion of a comprehensive (omnilateral) human development for these students, who are silenced and whose unique characteristics are not recognized. The goal is to indirectly assist in the development of their potential and emancipation, collaborating in promoting success in their personal, social, and professional trajectories. Furthermore, we aim to raise awareness throughout the school community, fostering empathy among teachers, coordinators, administrators, and the CAPNE team, contributing to the development of an inclusive school in secondary vocational and technological education. From this perspective, this study is based on the research line “Organization and Memories of Pedagogical Spaces in Professional and Technological Education”, whose foundations are inserted in Macroproject 4 “History and memories in the context of EPT”, in accordance with the guidelines of the Professional Master's Degree in Professional and Technological Education.