Trabalhos Acadêmicos e Técnicos

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https://repositorio.ifal.edu.br/handle/123456789/29
Inclui trabalhos de conclusão de cursos de especialização e graduação produzidos no IFAL e fora dele

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Navegando Trabalhos Acadêmicos e Técnicos por Programa "Especialização em Gestão para a Educação Profissional e Tecnológica"

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    Educação profissional inclusiva: uma análise dos documentos institucionais do IFAL sobre inclusão de Pcds
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-07) Lima, Késily Izabela da Silva; Pinto, Charridy Max Fontes; http://lattes.cnpq.br/4139562888411167; Moura, Alan César Vanderlei; http://lattes.cnpq.br/4694250536444026; Moura, Alan César Vanderlei; http://lattes.cnpq.br/4694250536444026; Gama, José aparecido da Silva; https://orcid.org/0000-0002-9082-6564; http://lattes.cnpq.br/7413041757828843; Correia, Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377
    Access to education is a fundamental human right; however, some marginalized groups are denied this access, as is the case with people with disabilities. Inclusive education becomes necessary to promote equity and empowerment for these individuals in society, despite the challenges of effectively implementing policies. This work aims to analyze whether the institutional documents of the Federal Institute of Alagoas (IFAL) promote the inclusion of people with disabilities (PwDs) in accordance with national and international legal guidelines. To achieve this objective, the study: 1) mapped the international and national legal frameworks that ensure the right to education and work for PwDs; 2) analyzed the institutional documents of IFAL to verify the presence and structuring of guidelines on disability, inclusion, and accessibility in vocational education; and 3) verified the conformity and/or dissonance of the institutional guidelines with the legal frameworks. In the legislation, a transformation in the perspective on disability was observed, moving from the individual integration model to the social model of disability. Institutional documents show progress in operationalizing the Individualized Education Plan and teacher support, but fail to maintain medicalizing terminology and focus predominantly on physical barriers. A review of institutional policies is recommended so that inclusion can be effectively implemented in practice.