Professional and Technological Education: Analysis of The Regulations of Support Centers in Federal Institutes of Brazil’s Southeast Region

Abstract

The general aim of this study was to understand how the Inclusion Policy is structured within the Federal Network of Professional, Scientific, and Technological Education, based on an analysis of the regulations of the Support Centers for People with Specific Educational Needs (NAPNEs, acronym in Portuguese) in the Federal Institutes of Education, Science, and Technology of Brazil’s Southeast Region. As a methodological procedure, the research adopted a documentary approach. By incorporating elements of discourse analysis, the methodological path made it possible to identify that the common core present in the documents is built around the concepts of Education – Work – Disability. These concepts permeate the analytical discussion of the regulations and, when considered in relation to each other, reveal a contradictory Inclusion Policy in Professional and Technological Education. On the one hand, this policy is shaped by an education conceived as a driving force for the development of productive skills for capital, expressed mainly through the notion of success; on the other, by an education that establishes, as one of its fundamental principles, the development of human capacities toward the integral formation of students.