Reflexões sobre o processo histórico de inclusão no campus Aracaju do Instituto Federal de Sergipe

Abstract

The present article aims to historically understand the process of inclusion of students with disabilities at the Aracaju campus of the Federal Institute of Sergipe. To do so, we conducted a qualitative research through a bibliographical and documentary review on Inclusive Education, encompassing the current legislation on Inclusion and official documents of the Federal Institute of Sergipe, such as Resolution No. 76/2021 approving the Internal Regulations of NAPNE and the Institutional Development Plan, as well as works on the concept of Professional and Technological Education. We also conducted interviews with professionals who work or have worked at NAPNE. The collected data were analyzed using Orlandi's Discourse Analysis (2008). The results allowed us to understand how the process of inclusion historically unfolded at the Aracaju campus, which had its effective beginning in 2002, marked by both material difficulties and a lack of support from the school community, especially from teachers who still show resistance in seeking information about the best way to develop their practices when they have students with specific needs. However, we observe that over the years, there is a gradual movement of increased commitment to implement in practice what is guaranteed by the legislation, providing inclusive education.