School Inclusion at the Federal Institute of Amapá: a Case Study at the Macapá Campus

Abstract

Objective: The objective of this study is to analyze the perceptions of teachers and students about the school inclusion of students with special educational needs (SEN) at the Federal Institute of Amapá (IFAP), Macapá campus, focusing on the adequacy of pedagogical practices and institutional infrastructure. Theoretical Framework: The research is based on the concepts of school inclusion, accessibility, and teacher training for specialized services. References such as the Salamanca Declaration and Brazilian legislation on inclusive education provide theoretical support. Method: A descriptive study with a qualitative approach was conducted, using semi-structured interviews. Participants included 7 students with SEN, 18 teachers, and the coordinator of the Nucleus for the Support of People with Special Educational Needs (NAPNE). Data analysis followed Bardin’s content analysis method (2016). Results and Discussion: The included students expressed satisfaction with the physical and pedagogical structure but identified areas for improvement. Teachers, on the other hand, pointed to a lack of training and capacity as barriers to full inclusion. The discussion highlights the need for ongoing adjustments to ensure a more inclusive educational environment. Research Implications: The study emphasizes the importance of educational policies that promote continuous teacher training and the adjustment of educational institutions, contributing to the construction of a more inclusive school environment. Originality/Value: This study contributes to the literature by providing a comparative analysis of the perceptions of teachers and students regarding school inclusion in the context of technical and technological education, expanding the debate on challenges and progress in this field.