Educação inclusiva no Instituto Federal do Piauí: o que revelam os estudantes em relação às políticas de acesso e permanência

Abstract

Inclusive Education emerged from the desire of organized movements that fight for the rights of people with disabilities, which includes education in institutional environments at all levels of education. In this dissertation, the topic of inclusion of students with disabilities at the Federal Institute of Piauí – IFPI is addressed. To this end, we started with the following research question: how do students with disabilities, global developmental disorders and high abilities/giftedness perceive the public policies for access and retention in higher education courses at the Federal Institute of Piauí? The general objective of this study is to understand how students with disabilities, pervasive developmental disorders and high abilities/giftedness, from IFPI higher education courses, perceive public inclusive education policies. This research adopts a qualitative approach, descriptive in nature, and employs a combination of bibliographic, documentary and field research methods in its technical procedures. In relation to field research, conversation circles were held, with the participation of 10 students, enrolled on the IFPI campuses in Angical, Teresina Central and Teresina Zona Sul. The data were systematized and analyzed based on the analytical categories constructed from the IRAMUTEQ Software and the use of Bardin Content Analysis. The results indicate that IFPI, despite being in compliance with educational regulations regarding the inclusion of students with disabilities in higher education, faces significant challenges that affect the retention and academic performance of these students. Studies indicate that the actions developed by the Centers for Assistance to People with Specific Needs - NAPNE contribute to the permanence and success of students with disabilities in the institution. The results further reveal that students continue to face challenges related to accessibility, including communication and attitudinal obstacles that negatively impact their academic progress. The study emphasizes the importance of raising awareness among the entire academic community about the need to implement inclusive practices that eliminate communication and attitudinal barriers in the educational environment. This is essential to ensure that the students in question not only have the opportunity to join the institution, but also to remain there and achieve academic success.