Acesso de estudantes com deficiências na educação profissional e tecnológica na fronteira oeste do Rio Grande do Sul/RS

Abstract

The present work - which is part of the line of research Policies and Management inProfessional and Technological Education of the Graduate Program in Professional andTechnological Education of the Federal University of Santa Maria and is the result of the project Special Education and Professional and Technological Education: possibledialogues, of the Group of Studies and Research in Special Education and Intellectual Disability - aimed to analyze the access of students with disabilities and accessibilityconditions in technical courses of the public network, present in thirteen municipalitieson the western border of Rio Grande do Sul (RS). The research, as for its nature, canbeclassified as basic, the approach used is quantitative-qualitative and, in relation totheobjectives, it is considered ex-descriptive-ploatory. The procedures involvedtheinvestigation of two of the categori-s that make up the technical courses, students andmanagement: the management, through remote requirements of Google Forms, andthestudents, through remote interview through Google Meet. The results were dividedintothree categories of analysis, according to the Bardin method: quantitative data on access, means of entry and questions about accessibility. Data analysis showed that, onthewestern border of RS, a total of 40 different technical courses are offered in publicinstitutions, where there are 2,729 enrolled. Students with disabilities account for 1.13%of this total. Of the five campuses of federal institutes and seven state schools surveyed, all schools that did not have disabled subjects enrolled were from the state network. Theproblems perceived by students with disabilities, teachers and management corroboratethe lack of support and preparation professionals of teachers. With regardtoaccessibility, several physical and atrododinal barriers were found, both in the me- mórias prior to entering the technical course, as well as in the institutions surveyed. It isperce-be the disparity in the number of students with disabilities enrolled and intheconditions of accessibility between the federal and state network of the RS, whichendup cons-tituindo the Federal Institutes, effectively, in inclusive institutions.