Implantação, organização e atuação do núcleo de atendimento às pessoas com necessidades educacionais específicas do Instituto Federal do Amapá

• Ano de defesa: 2021
• Autor(a) principal: PENHA, Ana Claudia Figueiredo Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/17107/0013000000rcw
• Idioma: por
• Instituição de defesa: Brasil; Mestrado Profissional em Educação Profissional e Tecnológica; IFAP; Instituto Federal do Amapá
• Palavras-chave em Português: Educação especial; Inclusão escolar; NAPNE - IFAP; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: http://repositorio.ifap.edu.br/handle/prefix/501

This study was conducted during my master´s degree in Professional and Technological Education ProfEPT), at the Federal Institute of Amapá (Ifap). Pertaining to the line of research Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT), the study sought to comprehend the implementation, organization and practice of the Service Group for People with Specific Educational Needs (NAPNEs) of Ifap in the campuses of Macapá and Laranjal do Jari. For such, a case study was conducted with qualitative approach, for which semi-structures interviews were made with the coordinators and former coordinators of the Service Groups and documental review. The treatment of the information collected was based on content analysis and data analysis was theoretically and methodologically supported by some tools of the Actor-Network theory. The study allowed to perceive some procedures and difficulties in implementing the Service Groups. It is noted that, in comparison with the early years, the two NAPNEs are better structured. Both have a defined organization, institutionally regulated. It can also be observed that the current configuration of the Service Groups results from a process of association/interaction taking place along the years among different actors (human and nonhuman), who have played important roles in implementing, organizing and operating the mentioned Service Groups, including: Ordinances, Resolutions, managers, teachers, students, physical space, furnishings, and other resources. Regarding the way they operate, conclusion is that the NAPNEs analyzed play a key role in the education of students with Specific Educational Needs, as they seek to promote an inclusive culture by means of several actions such as the specialized educational service (AEE), courses, guidance, and events. However, it should be noted that it is not the exclusive role of NAPNE to promote inclusion, it must be done by all those who are part of the Institution and of society at large. In this regard, drawing from the findings of the research and other references, an educational product was designed (a primer in Portable Document Format – PDF), which contains information about the Service Groups, tips, and curiosities. It is expected that this product and this research may cooperate to enhance inclusion and to disseminate the mentioned Service Groups, as well as to contribute with discussions and reflections on the social importance of this pedagogical space in Professional and Technological Education, based on the framework of the Actor-Network theory, here utilized to demonstrate that the actions associated with the implementation, organization and practice of the NAPNEs are not limited to human actors, but rather heterogenous actors who are equally important to build an inclusive network.