Políticas de ações afirmativas e de permanência de estudantes com deficiência nos campi do IFFAR

Abstract

This dissertation is inserted in “Políticas e Gestão em Educação Profissional e Tecnológica no Programa de Pós-Graduação em Educação Profissional Tecnológica – PPGEPT” research line, it is linked to “Educação Especial e Educação Profissional e Tecnológica – interlocuções possíveis” project, from the “Grupo de Estudos e Pesquisas em Educação Especial e Deficiência Intelectual – GEPEEDI” group. It Is also linked to “Transformação - Grupo de Estudos e Pesquisas em Políticas Públicas e Trabalho Pedagógico na Educação Profissional” group. The main goal is to comprehend the implementation of affirmative action programs and its influence on disabled students’ permanence, as well as contributing factors to permanence or truancy of these students in “Instituto Federal Farroupilha” (IFFar) campi. Specific goals include identification of affirmative action programs; analysis of these policies influence on disabled students’ permanence in technical high school courses and investigating influencing factors on disabled students’ permanence and success. The present study is a basic research of a qualitative nature, along with exploratory and descriptive methods. For the literature review construction, integrative bibliographical research was used. The first stage included analysis of papers found on CAPES’s journal portal, accessed through CAFe, and on “Biblioteca Digital Brasileira de Teses e Dissertações (BDTD)”. The data collection instrument was based on a semi-structured interview, performed through Google Meet, with special education teachers. Disabled students, as pointed by teachers, were also interviewed. Bardin’s Content Analysis (2016) was used. We divided research results into the following three categories: IFFar’s internal policies; disabled students’ permanence and the scenery of IFFar disabled students’ truancy. Analyzing the Disabled Person Internal Inclusion and Permanence Policies, it becomes clear that they accomplish these policies within the investigated units. On the accessibility matter, faculty reports some difficulty in disrupting architectural, behavioral and pedagogical barriers. On disabled students’ truancy, its rates are similar to non-disabled students. On the matter of inclusive actions, the institution follows the national law, federal decrees and its own regulations that guide inclusion, there is also a committee that elaborates and adjusts courseware. Therefore, IFFar is a welcoming institution that elaborates various inclusive actions so its students can achieve success in their studies.