Política institucional de educação inclusiva de adultos com deficiência no Instituto Federal de Educação, Ciência e Tecnologia Sul-Riograndense/Campus pelotas

Abstract

The last two decades of the XX century constituted in space-time of intense discussions and initiatives on social inclusion/school, which allowed the emergence of numerous public policies and legislation concerning. How centrality of these movements, was the question of the fundamental rights guaranteed to all human beings, without any form of discrimination or prejudice. Consequently, emerged in that context of multiple claims, the focus on the right to education, and among their perspectives, the inclusion of people with disabilities. This has been a theme that swells due to its complexity, requiring the creation of a new social-scientific paradigm, able to overcome the hegemony of the medical paradigm and explain disability as a result of numerous factors, among which those of social origin. Presents itself, so the school inclusion of students with disabilities, even in the XXI century, as a major challenge for society and educational systems. Based on these considerations, we performed a case study, intending to set up the process of inclusion of students with disabilities occurs at the Federal Institute of Education, Science and Technology of Rio Grande do Sul IFSul/campus Pelotas. The research was characterized as qualitative. We used document analysis and semi-structured interviews for data collection, involving students with disabilities, teachers, course coordinators and coordinators covering courses in Technical Education Middle Level, forms Integrated Concurrent and Subsequent. The data were organized into seven categories of analysis: 1) school inclusion of students with disabilities from the perspective of specific legislation, 2) concepts of social inclusion and school enrollment; 3) educational and legal contributions Policy Educational Inclusion of students with disabilities and 4) policy of inclusion of students with disabilities in IFSul; 5) school inclusion: educational process; 6) school inclusion: tutoring; 7) the process of inclusion of students with disabilities in IFSul. With this work, it was intended to reveal the reality of an inclusive school, knowing the process of school inclusion in its possibilities and limitations, as well as indicate prospects for further research on the subject in focus. It was concluded that the movement for inclusive education shows itself as a political, cultural, social and educational, triggered in defense of the fundamental right to education. This movement is subsidized in assumptions or inclusivist social paradigm, which combines equality and difference as inseparable values, reaffirming the constitutional provision, or to promote the good of all, without any form of prejudice. It was found that the IFSul been promoting educational inclusion of students with disabilities in a systematic way, making use of available legal and educational contributions to the planning and implementation of this process, which is set for significant advances, along with numerous difficulties and challenges