O olhar dos profissionais da educação acerca dos processo de escolarização de estudantes com deficiência intelectual em curso técnico integrado ao ensino médio

Abstract

In Brazil, the access of students with disability to the common system of teaching has made a good impression since the public policy implementation of inclusion, with the possibility of admitting students with the most diverse educational need at different levels and teaching modalities. The federal institutions then went to adjust the institutional policies to enable the access and public-targeted permanence special education students in technical and undergraduate courses. Based on this context, the objective of this research is to analyze how teaching and technical-administrative professionals in education develop practices that make feasible students schooling with intellectual disabilities in technical course integrated to high school. The proposed concepts of mediation, interaction, compensation and development proximal zone from Vygotsky gives theoretical support to this research. It is a qualitative research, exploratory in nature, in the case study method, using as evidence sources institutional documents and semi-structured interviews with education professionals that work at Federal Institute of Rio Grande do Sul located in Caxias do Sul campus. In the content analysis, it constituted two categories: 1. policy of Institutional inclusion and 2. Schooling process movement. In Policy category of Institutional inclusion was possible identified the policy existence which envisages the people access with disability at IFRS with vacancies reserved for disabled people, they can be egress or not the public schools, as well as actions which aim permanency, it was emphasized on NAPNE rules, by means of rupture architectural, educational, communication and attitudinal barriers. However, some information arises emerging that even with inclusion policy that permeates the entire organizational structure, there are gaps inclusive processes in the institution, sometimes these gaps are not referring the own structure previewed on IFRS, but the previewed conditions on legislation that are not covered by institutional policy. About these gaps are the lack of an assistance room with specific resources to satisfy students with disabilities and specialist who holds the specialized educational service. In the category, schooling process Movements, observing a search for strategies that allow the students inclusion with intellectual disabilities and make their learning possible. About them, the possibility of developing collaborative works the assistance organization before or after their class time by teachers of regular education and professionals in education and the learning mediation from the look at the singularities and potentials of a student with intellectual disability.