Marcos legais da educação especial na educação profissional e tecnológica e seus reflexos nos documentos regulatórios do Instituto Federal do Amapá

Abstract

In recent years, a series of laws and regulations regarding special education have come into force in Brazil, causing significant political and practical transformations in the process of educational inclusion. The objective of this research was to analyze how Brazilian legislation on special education impacts on the documents that regulate the access and permanence of the target student of special education – PAEE – at IFAP, from an inclusive and omnilateral, as well as whether the teacher knows the national legislation and the Institution's resolutions. The work is a case study with a qualitative approach, structured based on documentary analysis and field research. The methodological path started from the analysis of national legislation and IFAP resolutions that deal with the access, permanence and success of the PAEE student in the school environment and the application of a questionnaire to IFAP teachers. The processing of the collected data was carried out using content analysis as its axis. It was possible to observe that although we can identify mistakes regarding legislation, how to base your actions on a revoked legal provision such as Decree nº. 2,208/1997 and erroneously state that Decree no. 5,296/04, regulates Laws nº 10,098/00 and nº 10,436/02, IFAP is guided by the concept of equity, aims at education for all, has resolutions that comply with national legislation and, in some aspects, deepens the guarantee of rights, however, the analysis of the questionnaires shows that 98.3% of teachers who work in the classroom are unaware of the Institute's resolutions that deal with the topic. The teachers' lack of knowledge of national laws and the Institute's own resolutions demonstrates the fragility of dissemination and guidance regarding the Institution's inclusive policy. Another gap highlighted during the analysis of the questionnaires was the need for teacher training. Producing resolutions is an important step, however, it is not enough. To consolidate an inclusive institution, institutional commitment is necessary for teachers to know and apply the content of these documents. In this context, there was a need to construct the educational product developed, a booklet entitled Inclusive education: guidelines on the regulations that guarantee access and permanence of PAEE students at IFAP, which aims to collaborate in the dissemination of the rights of PAEE students.