O Núcleo de Atendimento às Pessoas com Necessidades Educacionais Específicas do Instituto Federal Goiano: uma pesquisa documental e bibliográfica

Abstract

Recognizing Inclusive Education an essential principle for the democratization of education, this research aimed to understand, through documentary and bibliographic research, the actions developed by NAPNE regarding the inclusion of students with specific educational needs within the Instituto Federal Goiano. Anchored in Vygotsky's Cultural-Historical Theory and the assumptions of social interaction as a driving force for human development, the investigation followed an exploratory qualitative approach. For data collection, documentary and bibliographic resources were used and analyzed according to Bardin's (2016) content analysis proposal. The results revealed an alignment between the NAPNE Resolution and the guidelines of the 2008 National Policy on Special Education from the Perspective of Inclusive Education and the 2015 Brazilian Inclusion Law. This demonstrates a commitment to educational equity, as well as a proposal to involve the entire school context in favor of inclusion. However, it was found that the effective implementation of these guidelines still requires institutional improvement, particularly regarding the material conditions and human resources necessary for the full inclusion of students with specific needs at the Instituto Federal Goiano