Representações de inclusão na EPT: um estudo a partir da perspectiva dos estudantes com deficiência em um Instituto Federal do RS

Abstract

The research was developed within the scope of Research Line 1 – Educational Practices in Professional and Technological Education (PTE), under Macroproject 2 – Inclusion and Diversity in Formal and Non-Formal Educational Spaces in PTE. In this context, the present dissertation aimed to analyze the accessibility barriers faced by students with disabilities in the integrated secondary education program of a unit of the Federal Institute of Southern Rio Grande (IFSul). This is a qualitative, descriptive study conducted with 10 students with disabilities, over 18 years of age, who entered the institution through the quota system between 2023 and 2025. Data collection was carried out through interviews based on a semi-structured questionnaire, subsequently analyzed using Bardin’s Content Analysis technique. The results revealed two main categories of barriers: pedagogical and structural. Pedagogical barriers concern the lack of methodological adaptations, the absence of specific training among teachers, difficulties in study organization, and inadequate assessment practices, such as seminars and oral exams without adaptation. Structural barriers refer to the lack of architectural and sensory accessibility, such as excessive noise, intense lighting, and poorly adapted spaces for students with reduced mobility. The central role of the Center for Assistance to People with Specific Educational Needs was highlighted, as it was identified by the participants as the main institutional support for mediation with teachers, study organization, and emotional support. The frequent use of Assistive Technologies was also identified, although their potential is limited by the lack of teacher training to effectively integrate them into the school routine. As an educational product, a “Classroom Inclusion Manual” was developed, providing practical guidelines for teachers of integrated secondary education, aimed at promoting more accessible and inclusive pedagogical practices. The material was validated by the institution’s teachers and received positive evaluations regarding its applicability, clarity, and relevance. It is concluded that, although institutional efforts toward inclusion exist, gaps persist that hinder the permanence and academic success of students with disabilities. Overcoming these barriers requires coordinated actions, ongoing teacher training, strengthening of the Centers for Assistance to People with Specific Educational Needs, physical adaptations, and the effective use of Assistive Technologies.