2026-03-132026-03-132025-11-11Mendes, Glycia Guimarães Souza. A perspectiva anticapacitista e o processo de formação continuada docente na educação profissional e tecnológica / Glycia Guimarães Souza Mendes. - 2025. 225 f. : il. Orientadora: Profº. Ana Paula Santos de Melo Fiori. Dissertação - (Mestrado em Educação Profissional e Tecnológica) Instituto Federal de Alagoas, Campus Avançado Benedito Bentes, Maceió, 2025. 1. Educação Profissional - Tecnológica. 2. Capacitismo. 3. Formação Docente. 4. Inclusão.https://repositorio.ifal.edu.br/handle/123456789/1431The relationship between society and nature has structured the objective material conditions that constitute the human being. It is within the amalgamation of social relations that Education develops as an intrinsically human activity. Thus, considering Education as a means of social inclusion, it is necessary to understand work, as an educational principle, as a viable alternative for the development of the potential of all students, in order to contribute to minimizing social inequalities that normalize prejudiced and discriminatory relations, such as the phenomenon of ableism. In the case of persons with disabilities, ableism marks a pronounced socio-political and cultural presence, and is therefore also present in the context of Professional and Technological Education. The naturalization of this phenomenon in society contributed to defining the main objective of this study: to critically and reflectively analyze ableism among teachers of the Integrated High School Technical Course in Tourism Guidance at IFAL/Campus Marechal Deodoro, with a view to the educational inclusion of persons with disabilities, from an omnilateral perspective. Specifically, this research aims to: a) Explain structural ableism in the practices of teachers of integrated high school in Professional and Technological Education (PTE); b) Analyze how the phenomenon of ableism is materialized in the practices of teachers in integrated high school of PTE; c) Develop an educational product that contributes to the training of teachers of integrated high school in PTE, based on critical analyses of the theme of ableism. The methodology adopted in this work is supported by a qualitative approach, in which the collaborative action research method was considered the most appropriate. For the purpose of data analysis, Thematic Analysis was selected as the procedure, highlighting the frequency with which certain words or expressions appear in the information collected through diagnostic questionnaires or, additionally, exploring the context in which specific units of analysis occur. Thus, based on criteria of similarity and complementarity, the data were organized into categories, analyzed, and discussed drawing on authors from historical-dialectical materialism and historical-critical pedagogy. As a result, from the bibliographic review and document analysis, a shortage of studies and research related to ableism in PTE was identified. Regarding the Educational Product — which took the form of a Teacher Training Course on Anti-Ableist Knowledge for the Inclusion of Persons with Disabilities in Professional and Technological Education — it was found that, based on the participants’ responses in discussion forums, the course created opportunities for teachers to reflect on their practices, aiming to overcome ableism, a phenomenon that manifests structurally in various spaces in society, thus enabling improvements in the teaching-learning process of students.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilEducação Profissional e TecnológicaCapacitismoFormação docenteInclusãoEducational ProductAbleismTeacher trainingInclusionDissertaçãoCIENCIAS HUMANAS::EDUCACAO