TRAJECTORIES OF THE ORGANIZATION OF SPECIAL EDUCATION SPACES IN THE CONTEXT OF THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY OF RIO GRANDE DO SUL

Abstract

The text presents and discusses the materiality of special education in the three Federal Institutes of Education, Science and Technology of Rio Grande do Sul: Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), Federal Institute of Education, Science and Technology Sul-rio-grandense (IFSul) and the Federal Institute of Education, Science and Technology Farroupilha (IFFar). Thus, we present the question: what place does special education occupy in the institutional organization of FIs in Rio Grande do Sul, in their different levels of professional and technological education provision? To do this, we expose the historical trajectory of FIs, characterize the professionals who work in special education and, subsequently, investigate the target audience served by the modality in the research locus. Due to these movements, the methodological design is characterized as qualitative, exploratory, based on documentary research and data collection. The proposal is justified by the significant number of enrollments of target students for special education, in accordance with the 2008 National Special Education Policy. The School Census (INEP, 2022) reports that, from 2018 to 2022, the enrollment of these students in regular education increased by 29.3%. However, the proportion of enrollments in professional education increased by 99.7%, the highest among the stages and types of basic education. We conclude that inclusive actions are structured in the form of department; they involve investment in the institutionalization of political guidelines for the organization of support services and distinct challenges for ensuring effective specialized professionals in the three FIs.