Educação Especial e o Atendimento Educacional Especializado nos Institutos Federais da região Sul do Brasil: análise de documentos institucionais (2014-2024)

Abstract

This study aims to map and analyze the prevailing conceptions of Specialized Educational Service (SES) and Special Education in the institutional documentation of the Federal Institutes located in the southern region of Brazil. We examined sixteen institutional documents from the six Federal Institutes in this region; selected because they explicitly addressed policies regulating Accessibility Centers and detailed the organization of Special Education and SES modalities. The analyses conducted, articulated with studies on disability and Special Education, reveal different perspectives, emphasizing the reduction of inequalities and the promotion of diversity. Findings indicate distinct, sometimes antagonistic and contradictory, conceptions concerning the Special Education modality within Professional and Technological Education (PTE). However, beyond the polysemic recurrences identified in the documents, development of collaborative instruments and engaged practices from a co-teaching perspective reveals not only the contradictions and ambiguities present in this field, but also its political and pedagogical potential.