AS POLÍTICAS DE INCLUSÃO DE ESTUDANTES COM NECESSIDADES EDUCACIONAIS ESPECIAIS NO INSTITUTO FEDERAL DO PARANÁ - PERÍODO 2009-2014

DANIELI DE CASSIA BARRETO GOESSLER; SILVIA MÁRCIA FERREIRA MELETTI

doi:10.36524/profept.v8i3.1912

Authors

DANIELI DE CASSIA BARRETO GOESSLER Paraná Federal Institute of Education, Science and Technology https://orcid.org/0000-0001-8050-1267
SILVIA MÁRCIA FERREIRA MELETTI Universidade Estadual de Londrina/Docente Departamento de Educação

DOI:

https://doi.org/10.36524/profept.v8i3.1912

Keywords:

school inclusion, professional education, special education, inclusive education, document analysis

Abstract

Abstract: This study aimed to analyze the inclusion policies of students with Special Educational Needs (SEN), through institutional documents of the Federal Institute of Paraná (IFPR), from 2009 to 2014, a period defined as the implementation of the institution in Paraná. As a research technique, all institutional documents that were available in the public domain of the institutional website, published in the indicated period, were analyzed. Based on the literature on document analysis, proposed by Evangelista (2012), the study highlighted what was proclaimed in regard to policies for students with SEN and the omissions to this public, relating them to the federal inclusive education legislation in force during that period. As a result, the absence of structured public policies for the care of students with SEN predominated in the period between 2009 and 2014 predominated, there was no clarity regarding the role of the Care Center for People with Special Needs (NAPNE) and its articulation with the federal legislation, particularly the requirement of specialized educational services indicated for basic education. The lack of discussions on the fulfillment and differentiation of the demands of the legislation on basic education and higher education were also identified. As the analysis refers to the 6 years after the creation of the IFPR, coinciding with the also important changes in the legislation on special education, it is suggested that a new documentary research be carried out, considering the current documents and possible progress made in the resolution of the contradictions found.

Author Biography

SILVIA MÁRCIA FERREIRA MELETTI, Universidade Estadual de Londrina/Docente Departamento de Educação

Possui graduação em Psicologia pela Universidade Metodista de Piracicaba (1994), mestrado em Educação Especial (Educação do Indivíduo Especial) pela Universidade Federal de São Carlos (1997), doutorado em Psicologia Escolar e do Desenvolvimento Humano pela Universidade de São Paulo (2006) e pós-doutorado pela Pontifícia Universidade Católica de São Paulo. Atualmente é Professora Associada C do Departamento de Educação e do Programa de Pós-Graduação em Educação da Universidade Estadual de Londrina. Coordenadora do GT15 - Educação Especial da ANPED (2015/17 - 2017/19), Diretora de Pós-Graduação da Pró-Reitoria de Pesquisa e Pós-Graduação da Universidade Estadual de Londrina (2018 - 2022). Pró-Reitora de Pesquisa e Pós-Graduação da Universidade Estadual de Londrina desde de junho de 2022. Bolsista de Produtividade em Pesquisa 2 CA-ED CNPq. Tem experiência nas áreas de Educação com ênfase em Educação Especial, atuando principalmente nos seguintes temas: educação especial, política educacional, educação escolar e indicadores educacionais.