As políticas inclusivas no ensino técnico integrado no IFBA campus Salvador

Abstract

This study analyzed the educational policies implemented at the Federal Institute of Education, Science and Technology of Bahia (IFBA), Salvador campus, with the aim of understanding how these initiatives contribute to the inclusion and academic performance of students with disabilities. The investigation highlighted the relevance of the social model of disability, which sees social barriers as the main limiting factors, and was supported by legal guidelines that promote educational inclusion. The study contextualized the institutional advances achieved, as well as the challenges that still exist in the process of implementing the policies. With a qualitative approach and exploratory nature, the research consisted of a case study focused on IFBA Salvador. The participants were two teachers of Basic, Technical and Technological Education (EBTT), one of whom was linked to Specialized Educational Assistance (AEE). The semi-structured interviews, applied in different formats, made it possible to explore the teachers' perceptions about inclusive practices and the impacts of these policies on daily educational life. For data analysis, the Content Analysis technique was used, which allowed identifying relevant categories and understanding the dynamics of inclusion on campus. The results showed significant progress, such as the structured work of the AEE and the Coordination of Assistance to People with Specific Needs (CAPNE), which play a central role in pedagogical adaptation and support for the specific needs of students with disabilities. The formation of multidisciplinary teams was also highlighted, which contribute to more effective monitoring of individual demands. However, the research revealed important challenges, such as insufficient teacher specialization to deal with the particularities of inclusion, inadequate monitoring of implemented policies, and the lack of adaptive resources in sufficient quantity and quality. The research concludes that, despite relevant institutional initiatives, there is an urgent need for greater articulation between theory and practice. This articulation should include a more effective dialogue between all actors involved in the educational process and the consolidation of an institutional culture committed to inclusion. In this way, it becomes possible to advance in the construction of a more equitable and accessible education for all.