Trabalhos Acadêmicos e Técnicos

URI Permanente desta comunidade

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

Navegar

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

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    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.
  • Imagem de Miniatura
    Item
    O papel do atendimento especializado – AEE na educação profissional e tecnológica (EPT)
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-06-29) Gomes, Francisca Cibele da Silva; Santos, James Washington Alves dos; https://orcid.org/0000-0002-5491-3716; http://lattes.cnpq.br/1497163644785616; Santos, Arthur Adriano Lima; http://lattes.cnpq.br/8136589109742337; Teixeira, Pedro Henrique de Melo; https://orcid.org/0000-0002-9316-3137; http://lattes.cnpq.br/9209211733230387
    Our object of study is the Guidelines for Specialized Educational Services (AEE) in the federal network of Professional, Scientific and Technological Education. These guidelines stand out for their specialized service, which includes a set of didactic-pedagogical activities developed through an AEE Plan that guides the teaching actions of the specialist teacher (in sign language, Braille, therapies, etc.). In this context, the students who are part of special education are people with disabilities, Autism Spectrum Disorder, and High Abilities/Giftedness. The AEE aims to guarantee access and full participation in pedagogical activities, minimizing architectural, communicative, instrumental, attitudinal, methodological, and programmatic barriers. Methodologically, we use a case study to exemplify this condition of the AEE, a fact applied to IFPI (Federal Institute of Piauí) that will be presented in this article and was developed as part of the production of a Specialized Educational Service Plan. The institution in question (having already consolidated its tools) sought to externally meet the training demands that combined practice and theory for the training of 115 teachers to work in Specialized Educational Services in the municipality of Barras do Piauí. For the analysis and theoretical support, we used in this work the research of Dalmonech (2026); Santos (2026) and Silva (2026).