Inclusão no contexto dos Institutos Federais de Educação: contribuições do NAPNE do IFAM

Abstract

The Federal Institutes of Education have advanced in pedagogical terms with the implementation of the Nucleus of Attention to People with Special Needs (NAPNE), aiming to break with the conceptual, attitudinal and procedural barriers, promoting inclusive actions articulated with teaching, research and extension. These nuclei are based on the guidelines resulting from the World Conference on Education for All, the Salamanca Declaration and the National Policy on Special Education in the Perspective of Inclusive Education. The present study proposes, through a diagnosis made with the teachers of the Federal Institute of the Amazonas (IFAM) Campus Manaus Zona Leste (CMZL), indicators that guide the improvement in the NAPNE assignments execution, based on the answers of the subjects involved in the research . The methodological proposal of this work consists of a qualitative approach, since the object of the research was based on the analysis of the public policies of inclusion through the attributions of NAPNE. Regarding the means, the research was documental and bibliographic analysis and case study (circumscribed to the IFAM / CMZL), being the research participants teachers who work in the professional and technological education of the IFAM / CMZL. Based on this research, it was possible to affirm that the participating teachers showed an interest in participating in actions that allow inclusion in professional and technological education. The results indicate the need for a more effective planning, monitoring and evaluation in the implementation of the actions proposed by NAPNE, considering that the nucleus should work together with the other sectors of the campus and, consequently, articulated with the attributions of NAPNE Systemic IFAM.