Acessibilidade e inclusão da pessoa com deficiência no Instituto Federal de educação, Ciência e Tecnologia do Pará, Campus Conceição do Araguaia

Abstract

This study is linked to the Postgraduate Program in Professional and Technologica l Education (ProfEPT), and adheres to the research line: Educational Practices in Professional and Technological Education and to the macro research project: Incl us ion and Div ersity in Formal and Non Formal Teaching Spaces in Professional and Technological Education, with the theme: Accessibility and Inclusion of People with Disabilities at the Federal Institute of Education, Science and Technology of Pará. The gen er al objectiv e was to understand the process of accessibility and educational inclusion of peo ple with disabilities at the Federal Institute of Education, Science and Technology of Pará, Conceição do Araguaia campus, based on the perception of students wit h disabilitie s, regularly enrolled at this campus. This research used a qualitative and explor atory approach. The relevance of this research is based on three dimensions: subjective, social and academic, and is based on theoretical references selected from i mportant sc ientific studies related to the theme in question, considering central categories such as Professional and Technological Education; People with disabilities; Inclusion and Accessibility, delimited by means of a methodological path that include d stages such as observation, bibliographic and documentary research, interviews with students with disabilities, data collection, analysis, discussion of results and also the elaboration of an educational product. The collected data were submitted to Disc ur sive Textua l Analysis, through theoretical analysis and interpretation via unitarization, ca tegorization and construction of metatext. As a result, it was found that there are considerable advances from the work developed by the NAPNE team, however there a re limits, challenges and structural and institutional demands for the qualitative implement ation of accessibility and educational inclusion of students with disabilities at IFPA campus Conceição do Araguaia. It is concluded, therefore, that there are st ru ctural and institutional barriers that hinder and compromise the process of realizing the ri ght to permanence and student success of students with disabilities. Thus, an educational product was additionally developed entitled: “Guide to inclusion and acc es sibility”, a teaching material, with accessibility resources and which presents information on rights and inclusive, accessibility and anti ableist strategies aimed at the entire academic community of IFPA.