O percurso de formação profissional das pessoas com deficiência dos cursos técnicos subsequentes do Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina
Data
Autores
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A presente dissertação resulta de experiências, na condição de servidora da Rede Federal que atua com o público-alvo da Educação Especial, especificamente na educação básica e na formação técnica para o trabalho. Toma-se como objeto de discussão a preparação e inserção dos estudantes com deficiência no mundo do trabalho. O trabalho objetiva compreender o percurso de formação profissional dos estudantes com deficiência nos cursos Técnicos Subsequentes do IFSC Florianópolis- Continente, analisando as repercussões da reserva de vagas para pessoas com deficiência no ingresso, na permanência e conclusão os referidos cursos e na inserção dos egressos no mundo do trabalho. Metodologicamente, trata-se de uma pesquisa que do ponto de vista da sua natureza é aplicada; do ponto de vista da abordagem do problema é qualitativa; do ponto de vista de seus objetivos é descritiva e, do ponto de vista de seus procedimentos, é documental, bibliográfica e pesquisa de campo. A partir das reflexões encontradas nas pesquisas e referenciais considerados neste estudo buscou-se ampliar os debates por políticas e práticas pedagógicas que promovam a inclusão que, para além da formação profissional, possam contribuir para a inserção no mundo do trabalho e o pleno exercício da cidadania. Como produto educacional desenvolveu-se um módulo de um software para a equipe do Núcleo de Acessibilidade Educacional (NAE). Este módulo tem como objetivo auxiliar o trabalho de acolhimento e acompanhamento da trajetória escolar por meio de registros sistemáticos e possibilitar uma visão retratada desse aluno na instituição. Em posse dos dados registrados a instituição poderá usar esse mapeamento para planejar ações e implementar políticas de ações inclusivas. Como repercussões e resultados deste trabalho, destacam-se que no IFSC, Câmpus Florianópolis-Continente a política de ingresso por meio de reservas de vagas para pessoas com deficiência não é suficiente para garantir a permanência e êxito dos estudantes e inserção no mercado de trabalho. A disseminação do slogan “inclusão social” por meio da formação profissional aligeirada culmina em um processo de “inclusão excludente” tendo como resultado a informalidade no mundo do trabalho e a ilusão do empreendedorismo como uma saída, indicando uma precária formação de leitura crítica consistente da realidade social. Depara-se também com o caráter assistencial dos Institutos, uma vez que atuam como um aparelho estatal para resolver os problemas sociais resultantes da expropriação histórica. Por outro lado, os estudantes públicos da inclusão destacam a importância de estarem ocupando estes espaços, coadunando com a abordagem sociointeracionista que indica que os sujeitos se constituem de forma significativa em função das trocas sociais que estabelecem com o meio que estão inseridos.
This dissertation is the result of experiences, as a servant of the Federal Network that works with the target audience of Special Education, specifically in basic education and technical training for work. The subject of discussion is the preparation and insertion of students with disabilities in the world of work. The objective of this work is to understand the professional training path of students with disabilities in the Subsequent Technical courses of the IFSC Florianópolis-Continente, analyzing the repercussions of the reservation of vacancies for people with disabilities in the entry, stay and completion of these courses and in the insertion of graduates in the world of work. Methodologically, it is research that, from the point of view of its nature, is applied; from the point of view of approaching the problem, it is qualitative; from the point of view of its objectives it is descriptive and, from the point of view of its procedures, it is documentary, bibliographic and field research. Based on the reflections found in the research and references considered in this study, we sought to broaden the debates on pedagogical policies and practices that promote inclusion that, in addition to professional training, can contribute to the insertion in the world of work and the full exercise of citizenship. As an educational product, a software module was developed for the Educational Accessibility Center (NAE) team. This module aims to assist the work of welcoming and monitoring the school trajectory through systematic records and enable a portrayed view of this student in the institution. In possession of the recorded data, the institution will be able to use this mapping to plan actions and implement inclusive action policies. As repercussions and results of this work, it is highlighted that at the IFSC, Campus Florianópolis-Continente, the admission policy through reservations for people with disabilities is not enough to guarantee the permanence and success of students and insertion in the job market. The dissemination of the slogan “social inclusion” through lightened professional training culminates in a process of “excluding inclusion” resulting in informality in the world of work and the illusion of entrepreneurship as a way out, indicating a precarious formation of a consistent critical reading of society. social reality. It is also faced with the assistance character of the Institutes, since they act as a state apparatus to solve the social problems resulting from the historical expropriation. On the other hand, public inclusion students highlight the importance of occupying these spaces, in line with the socio-interactionist approach that indicates that subjects are constituted in a significant way according to the social exchanges they establish with the environment in which they are inserted.
This dissertation is the result of experiences, as a servant of the Federal Network that works with the target audience of Special Education, specifically in basic education and technical training for work. The subject of discussion is the preparation and insertion of students with disabilities in the world of work. The objective of this work is to understand the professional training path of students with disabilities in the Subsequent Technical courses of the IFSC Florianópolis-Continente, analyzing the repercussions of the reservation of vacancies for people with disabilities in the entry, stay and completion of these courses and in the insertion of graduates in the world of work. Methodologically, it is research that, from the point of view of its nature, is applied; from the point of view of approaching the problem, it is qualitative; from the point of view of its objectives it is descriptive and, from the point of view of its procedures, it is documentary, bibliographic and field research. Based on the reflections found in the research and references considered in this study, we sought to broaden the debates on pedagogical policies and practices that promote inclusion that, in addition to professional training, can contribute to the insertion in the world of work and the full exercise of citizenship. As an educational product, a software module was developed for the Educational Accessibility Center (NAE) team. This module aims to assist the work of welcoming and monitoring the school trajectory through systematic records and enable a portrayed view of this student in the institution. In possession of the recorded data, the institution will be able to use this mapping to plan actions and implement inclusive action policies. As repercussions and results of this work, it is highlighted that at the IFSC, Campus Florianópolis-Continente, the admission policy through reservations for people with disabilities is not enough to guarantee the permanence and success of students and insertion in the job market. The dissemination of the slogan “social inclusion” through lightened professional training culminates in a process of “excluding inclusion” resulting in informality in the world of work and the illusion of entrepreneurship as a way out, indicating a precarious formation of a consistent critical reading of society. social reality. It is also faced with the assistance character of the Institutes, since they act as a state apparatus to solve the social problems resulting from the historical expropriation. On the other hand, public inclusion students highlight the importance of occupying these spaces, in line with the socio-interactionist approach that indicates that subjects are constituted in a significant way according to the social exchanges they establish with the environment in which they are inserted.