Os desafios e as perspectivas para educação inclusiva: análise acerca da inclusão no Instituto Federal de Educação, Ciência e Tecnologia do Sudeste de Minas Gerais - IF Sudeste MG

Abstract

The present study analyzes the special education in Brazil and the inclusion paradigm in the context of neoliberal economic policies and then investigates how the Instituto Federal de Educação, Ciência e Tecnologia do Sudeste de Minas Gerais (IF Sudeste MG) understands the inclusion and how it serves students with disabilities. The objective is to understand what are the challenges and prospects for inclusion in IF Sudeste MG. The study was conducted through documentary analysis and the theoretical-methodological framework of the French Discourse Analysis to understand which discourses on inclusion are constituted in the academic community. For data collection interviews were conducted with the academic community, employees and students from different segments. The bibliographic study made it possible to rescue the history and legal frameworks related to special education, both nationally and internationally. It was also possible, along with documentary analysis, to rescue the constitution of the Rede Federal de Educação and vocational training for people with disabilities. Still supported by the literature review and document analysis, the study allowed an analysis of the constitution of the inclusion paradigm linked to the diffusion of neoliberal policies, especially in the field of education, pointing out the limits of the paradigm. From there the study was directed to analyze the understanding of inclusion of the academic community through the construction of discursive formations. The challenges identified were: ensuring resources, equipment and servers for the Inclusive Action Centers (NAI); improve care for students with disabilities; deconstruct the paternalistic discourse that still supports some practices; improve and structure a employees training plan to serve people with disabilities; expand the dissemination of institutional inclusion policy. This research points out the following perspectives: the continuity of the institutional policy of inclusion; the proximity between Inclusive Action Centers and conducting teachers; the possibility of developing undergraduate and postgraduate research and extension projects; greater disclosure of the institution and its information in accessible formats and the best care in the selection processes.