Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-25T22:50:17Z No. of bitstreams: 1 GilvanaGalenoSoares_DISSERT.pdf: 2855248 bytes, checksum: 1dfe667055269d88aa9c8db8e8f4c149 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-27T21:27:33Z (GMT) No. of bitstreams: 1 GilvanaGalenoSoares_DISSERT.pdf: 2855248 bytes, checksum: 1dfe667055269d88aa9c8db8e8f4c149 (MD5) / Made available in DSpace on 2016-04-27T21:27:33Z (GMT). No. of bitstreams: 1 GilvanaGalenoSoares_DISSERT.pdf: 2855248 bytes, checksum: 1dfe667055269d88aa9c8db8e8f4c149 (MD5) Previous issue date: 2015-03-30 / Este estudo tem como objetivo avaliar a realidade em que se encontram os N?cleos de Atendimento ?s Pessoas com Necessidades Educacionais Especiais (NAPNE), implantados no ?mbito do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) atrav?s do Programa de Educa??o, Tecnologia e Profissionaliza??o para Pessoas com Necessidades Educacionais Especiais (Programa TEC NEP). Para alcance da meta proposta, optou-se por uma pesquisa explorat?ria, com uma abordagem qualitativa, caracterizada como estudo de campo. Os dados foram obtidos a partir de informa??es coletadas em question?rios respondidos por treze coordenadores de NAPNEs de diferentes campi do IFRN e tratadas por meio da an?lise de conte?do. Os resultados da pesquisa demonstram que a cria??o do Programa TEC NEP significou um grande avan?o para as pol?ticas de inclus?o no IFRN. No entanto, dificuldades tamb?m foram apontadas pelos coordenadores participantes, como: falta de estrutura f?sica, de recursos materiais e humanos e de ordem financeira, dentre outras, as quais foram barreiras ? implementa??o e atua??o dos NAPNEs. / The aim of this study was to evaluate the reality of the Service Centers for People with Special Educational Needs (NAPNEs) implanted at Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) through a Professional Education Program in Technology for People with Special Educational Needs (TEC NEP Program). To reach the proposal we opted for an exploratory research with a qualitative approach characterized as a field of study. Data were obtained from questionnaires answered by thirteen (13) NAPNEs coordinators of different IFRN campuses and examined using content analysis. The survey results show that the creation of the TEC NEP program was an important step for inclusion policies in IFRN. However, difficulties were also identified by participants as coordinators: lack of physical infrastructure, human and material resources and financial matters, among others, as barriers to implementation and performance of NAPNEs. Keywords: TEC NEP Program, Professional Education, Inclusion, People with disabilities.