O improváveis na educação profissional: análise da inclusão de alunos com deficiência em um Instituto Federal de Educação

Abstract

The object of study of this doctoral thesis is the inclusion of students with disabilities in technical programs integrated with upper secondary education, enrolled in the Federal Institute of Education, Science and Technology (IF). The research problem is centered on understanding how inclusive actions developed at a Federal Institute in a municipality in the state of Paraná provide conditions for access and retention of students with disabilities. The general objective of this study is to analyze how these inclusive actions contribute not only to ensuring the right of access but also to supporting the continued enrollment of students with disabilities. The central argument presented is that, although there are initiatives aimed at the inclusion of students with disabilities within the Federal Institute, they are insufficient to guarantee conditions for retention, as they prioritize access to the institution. This is a case study involving nine students with disabilities enrolled at a campus of the Federal Institute of Paraná (IFPR), located in the interior of the state. The research project was submitted to and approved by a research ethics committee. Data were collected through literature review, document analysis, and semi-structured interviews with the students. Data analysis was conducted using the content analysis method proposed by Bardin, supported by Pierre Bourdieu's theoretical contributions, given that the study examines the relationships established by students with disabilities at IFPR as an environment where mechanisms are at play that contribute to the reproduction of a system of elimination and self-elimination. The findings indicate that there are actions aimed at the inclusion of students with disabilities, which seek to comply with current legislation and are primarily promoted through the Center for Support to People with Special Educational Needs (NAPNE). However, these actions are insufficient to ensure the students’ continued enrollment, as they focus predominantly on the admission phase, requiring students themselves to take the initiative in overcoming the barriers to inclusion that arise throughout their educational journey. The study concludes that professional and vocational education faces the challenge of ensuring not only access but also the necessary conditions for the retention of students with disabilities.