2024-12-022024-12-022021https://repositorio.ifal.edu.br/handle/123456789/787This research, developed within the scope of the Graduate Program in Professional and Technological Education (ProfEPT / Ifal), is based on the theme of school inclusion, in an educational perspective that aims to overcome the inequalities and exclusion marks that have historically characterized Brazilian education. In this sense, the main part of this investigation is analyzed as contributions of administrative technicians in education in the processes of inclusion in Professional and Technological Education, offering, as an Educational Product, a course on school inclusion for administrative technicians in education at Ifal / Santana do Ipanema campus. From a methodological point of view, the investigation is affiliated with a qualitative approach, anchored in the methodology of action research. In the diagnostic stage, through a semi-structured questionnaire, the mapping of the investigated context involved the participation of 24 administrative technicians in education, located on the Ifal campus in Santana do Ipanema, and 11 administrative technicians in education, located in another five Ifal campuses. Then, the Educational Product was elaborated, materialized in a course on school inclusion, which was applied to 20 administrative technicians in education from Ifal, 14 from the Santana do Ipanema campus and 06 with representation from five other Ifal fields. After application, the Educational Product was submitted to the evaluation of the research participants, taking into account the methodological assumptions of action research, with its collaborative character. The data in the literature survey revealed that studies on inclusion, for the most part, look at the teacher-student relationship and disregard the educational work carried out in school spaces other than the classroom. However, as reflections raised during this investigation demonstrate that there are, within the scope of Ifal, privileged institutional spaces in the promotion and promotion of inclusive policies. These spaces allow administrative technicians in education to act in the inclusion processes. In this sense, the results indicate the importance of considering a pedagogical dimension in the performance of the administrative technician in education, ensuring, in turn, training in the perspective of school inclusion.ptInclusão Escolar. Educação Profissional e Tecnológica. Técnicos Administrativos em Educação. Produto Educacional.DissertaçãoCIENCIAS HUMANAS::EDUCACAO