Ações do Núcleo de Atendimento às Pessoas com Necessidades Educacionais Específicas (Napne) do Instituto Federal de Mato Grosso do Sul (IFMS)

Abstract

This This study is linked to the research line Policies, Institutional Practices and Social Exclusion/Inclusion of the Master's Degree in Education at the Federal University of Mato Grosso do Sul, Pantanal Campus (UFMS/CPAN). The general aim of this research is to discuss the actions developed by the IFMS Corumbá Campus to promote access and permanence for PAEE students. The specific objectives are: 1. to map the scientific productions that address the inclusion of PAEE students in the IFs; 2. to discuss the political-normative contributions on the access and permanence of PAEE students in the federal network of professional, scientific and technological education, specifically in the IFMS; 3. to identify some actions of teachers who work in classes in which PAEE students are enrolled; 4. to analyze the actions of Napne. The research is divided into two stages: 1) Analysis of official documents and statistical surveys in the public domain. 2) Semi-structured interviews with IFMS Campus Corumbá professionals: with the professionals who work in this sector (Napne members) and teachers who have taught PAEE students in the last three years (2020, 2021 and 2022). The results show that the participants recognize the importance of Special Education and the school inclusion policy. In addition, the PAEE is enrolled and accessibility adjustments and actions are carried out according to their needs. We have seen progress, such as the Napne coordinator receiving a bonus (added to his salary), as a means of professional recognition and appreciation; and the availability of teachers to meet the specific needs of the PAEE, despite the work overload. Another verified action was the realization of teaching and extension projects carried out by the institution's professionals involving PAEE students, with the aim of promoting the school inclusion policy among students and the general public. It was possible to ascertain that the IFMS Corumbá Campus needs specific attention, especially with regard to training professionals to meet the existing demand, hiring professional interpreters of the Brazilian Sign Language (Libras) and a specialized teacher or, as the participants call it, an AEE teacher. These are perhaps the greatest weaknesses presented. The research also made it possible to understand that in order to improve school inclusion policies and practices, it is necessary to carry out research into the indicators of access and permanence of the PAEE, which will help to build new possibilities in the school inclusion process.