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Podcast: TEA, Vozes da inclusão na EPT
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-11) Leones, Mara Betanha de Andrade; Santos Junior, Paulo Marreiro dos
A inclusão de estudantes com o transtorno do espectro autista (TEA) na educação profissional e tecnológica: percepções de docentes do ensino médio integrado
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-11) Leones, Mara Betanha de Andrade
Special Education from the perspective of Inclusive Education has advanced within the Brazilian normative framework; however, a significant gap remains between institutional guidelines and the effective implementation of inclusive pedagogical practices in the daily context of Professional and Technological Education (PTE), particularly in the educational provision for students with Autism Spectrum Disorder (ASD) in inland regions of the Amazon. In this context, this study aimed to analyze the inclusion of students with Autism Spectrum Disorder (ASD) in Professional and Technological Education, based on the perceptions of teachers working in Integrated High School at the Federal Institute of Pará (IFPA), Óbidos Campus, seeking to identify challenges and possibilities related to the implementation of inclusive pedagogical practices in the Technical Course in Informatics integrated with High School. Methodologically, this research adopts a qualitative approach, developed through documentary analysis of institutional instruments (Institutional Development Plan – PDI, Pedagogical Course Project – PPC, resolutions, and internal regulations) and the application of semi-structured questionnaires to 15 teachers working in the Integrated High School Technical Course in Informatics. The data were analyzed using Content Analysis as proposed by Bardin (2016), enabling the organization and interpretation of thematic categories. The results revealed advances at the normative level and in the institutional recognition of inclusion as a structuring principle, highlighting mechanisms such as the Center for Assistance to People with Specific Educational Needs (NAPNE) and the Individualized Educational Plan (IEP). However, persistent weaknesses were also identified in the operationalization of inclusive policies, including gaps in teacher training, insufficient specialized support, the absence of systematic collaborative planning, and the frequent use of improvised pedagogical strategies, often sustained by the individual efforts of teachers. As a scientific contribution, this study expands the debate on the inclusion of students with ASD in Professional and Technological Education, a field still underexplored in Brazilian research, particularly in Amazonian contexts. As an applied outcome, the study presents the Educational Product “ASD: Voices of Inclusion in PTE”, a training podcast aimed at raising awareness and strengthening inclusive practices within the Federal Education Network.
Dossiê Discente Individual -DDI: os desafios da efetivação da inclusão na sala de aula na perspectiva do profissional de apoio escolar
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-30) Lima, Maria José Nice Paiva; Costa, Kátia Maria Guimarães
Os desafios da efetivação da inclusão na sala de aula, na perspectiva do profissional de apoio escolar, na rede estadual do município de Itacoatiara/AM
(2026-03-30) Lima, Maria José Nice Paiva
Inclusive education, consolidated as a guiding principle of Brazilian educational policies, has advanced in normative terms. However, a significant gap persists between legal provisions and their effective implementation in everyday school practices, particularly regarding the role of the support professional in mediating the schooling process of students with disabilities. In the context of the state public education system of Itacoatiara, Amazonas, there is a lack of clear regulation of this professional’s responsibilities, weaknesses in continuing education, and structural limitations that hinder the consolidation of systematic and collaborative inclusive practices. In light of this scenario, this research aimed to investigate the main challenges faced by support professionals in implementing inclusive education for students with disabilities in regular classrooms, seeking to understand how these challenges impact access, permanence, participation, and learning of students who are the students eligible for Special Education services. This study adopted a qualitative and applied research approach, developed within the Professional Master’s Program in Inclusive Education (PROFEI). Methodological procedures included bibliographic research, documentary analysis of institutional regulations, semi-structured interviews with support professionals, and participant observation. Data processing and interpretation were carried out through Content Analysis, according to Bardin (2016), enabling the construction of thematic categories related to institutional, formative, and pedagogical dimensions of inclusion. The findings revealed that, although inclusion is legally guaranteed, its implementation faces structural and organizational barriers, especially: unclear definition of the support professional’s responsibilities, work overload, insufficient specific training, weak collaboration among school professionals, and the absence of systematic tools for pedagogical documentation and monitoring. These factors compromise the continuity of educational support and hinder the development of intentional and collaborative practices. As a scientific contribution and educational product, the Individual Student Dossier (ISD) was developed as a tool aimed at organizing, recording, and sharing pedagogical, cognitive, and socio-emotional information about students with disabilities, with formative potential to support instructional planning and strengthen collaborative work. The study advances knowledge by giving centrality to the voice of the support professional in the Amazonian context, broadening the debate on their working conditions and offering a pedagogical resource applicable to the reality of public schools, thereby contributing to the strengthening of more systematic, humanized, and evidence-based inclusive practices.
Guia de atividades pedagógicas práticas no contexto da educação infantil da creche
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-06) Santos, Maria Raquel Souza dos; SILVA, Josemar Farias