A inclusão de pessoas com deficiência na Educação Profissional e Tecnológica: análise do alinhamento entre as políticas nacionais e a gestão do IFBA - Campus Lauro de Freitas.

Abstract

This training report, developed within the scope of the *Lato Sensu* Postgraduate Course in Management in Professional and Technological Education at the Federal Institute of Education, Science and Technology of Bahia (IFBA), aims to analyze the alignment between national policies for the inclusion of persons with disabilities (PwD) and the management instruments of the IFBA – Lauro de Freitas Campus, focusing specifically on the Integrated Technical Course in Renewable Energy. The research is guided by the following problem statement: "How are national inclusion policies (PNEEI and LBI) reflected in the documents and management strategies of the IFBA Lauro de Freitas Campus regarding the Technical Course in Renewable Energy?" Adopting a qualitative approach, the study relies on document analysis as its primary research technique, complemented by a literature review and an autobiographical reflection based on the author's own training experience at the IFBA Lauro de Freitas Campus. The documentary corpus examined comprises: the Brazilian Inclusion Law (Law No. 13.146/2015); the National Policy on Inclusive Special Education, established by Decree No. 12.686 of October 20, 2025, in the version currently in force following Decree No. 12.773 of December 8, 2025; IFBA Resolution No. 30/2017, which establishes the Accessibility and Inclusion Policy within the Institute; the Institutional Political-Pedagogical Project of the IFBA Lauro de Freitas Campus (2020–2024); and the Pedagogical Project for the Technical Course in Renewable Energy Systems (2022). Additionally, consideration is given to MEC Ordinance No. 421 of May 15, 2026, which structures the National Network for Inclusive Special Education (Reneei) and regulates the operationalization of the PNEEI. The analysis reveals significant convergences between national regulatory frameworks and the institutional documents of IFBA Campus Lauro de Freitas, particularly regarding the understanding of inclusion as a multidimensional principle, the centrality of Specialized Educational Support, and provisions for curricular flexibility. However, important gaps are identified: the absence of specific budget planning for the implementation of inclusion policies; a lack of goals, indicators, and monitoring mechanisms; limited guidelines on the continuing education of teachers and administrators; an omission regarding the Universal Design for Learning approach; and a lack of discussion on accessibility in laboratories and practical activities inherent to technical courses in technological fields.