A EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA, OS INSTITUTOS FEDERAIS E A INCLUSÃO

Abstract

The constitution of Vocational and Technological Education and Special Education in Brazil are, historically, marked by excluding perspectives, accentuating social inequalities, class differentiation and educational dualism. They present similarities and interfaces, insofar as they were initially proposed as differentiated teaching modalities aimed at the less favored, the marginalized, not as a form of intellectual development and general/basic training, but as a form of occupation and training for work. Therefore, for a better understanding of professional education aimed at people with disabilities, it is necessary to analyze the conditions in which professional and special education developed. Thus, the present work proposes to reflect on the constitution of Vocational and Technological Education and the Federal Institutes in Brazil and its correlations with the process of school inclusion of students as target group of Special Education. This is a qualitative and bibliographic study, through which it was possible to verify that several comings and goings were recorded in an attempt to overcome this excluding and dualistic logic of Professional and Technological Education and Special Education, highlighting the proposals of high school education integrated with professional technical education and Special Education in the inclusive perspective. In this scenario, the Federal Institutes emerge as a possibility to overcome the educational dualism: general/basic education versus professional education, Special Education versus inclusive education. However, it is observed that, at present, "new" paths and detours have been presented to guide the proposals of professional and inclusive education, putting in doubt the ideals desired by the Federal Institutes.