Educação especial no contexto da educação profissional e tecnológica: um estudo de caso no IFPA-Castanhal (PA)

Abstract

This dissertation analyzes the interfaces between Inclusive Special Education and active teaching methodologies within the context of Professional and Technological Education (PTE), highlighting their potentialities and challenges in the process of including students who are the target audience of Special Education. The study was developed within the scope of the Graduate Program in Anthropic Studies in the Amazon (PPGEAA/UFPA) and had as its locus the Federal Institute of Pará – Castanhal Campus. It sought to understand how pedagogical practices mediated by active methodologies can foster learning, autonomy, and protagonism among these students. The research adopted a qualitative approach, using a case study design, and articulated a bibliographic review, documentary research, and semi-structured interviews with teachers from the institution. The dissertation was structured into three complementary scientific articles. The first, “Professional and Technological Education from an Inclusive Perspective: an integrative review,” mapped academic productions addressing the relationship between PTE and inclusion, revealing research gaps and emphasizing the relevance of the Centers for Assistance to People with Specific Educational Needs (NAPNEs) in consolidating inclusive policies. The second article, “Special and Inclusive Education in the scientific debate: a critical-integrative analysis of academic productions in Brazil,” analyzed national master’s theses and doctoral dissertations, highlighting that although inclusion policies are normatively consolidated, their effective implementation still depends on teacher education and cultural change within institutions. The third article, “Active Teaching Methodologies and Inclusive Special Education: educational practices at the Federal Institute of Pará, Castanhal (PA),” investigated inclusive pedagogical experiences developed with students with disabilities, revealing that active methodologies, when applied intentionally and collaboratively, promote meaningful learning and strengthen an inclusive institutional culture. The results indicate that inclusion in PTE is an ongoing process that requires overcoming structural, pedagogical, and attitudinal barriers. The research reaffirms the importance of strengthening NAPNEs, investing in continuing teacher education, and consolidating innovative pedagogical practices that recognize diversity as a fundamental principle of democratic, public, and high-quality education.