Department of Pedagogical Articulation, Inclusive Actions and Continuing Education (DAPE)
The Department of Pedagogical Articulation, Inclusive Actions and Continuing Education (DAPE) aims to articulate, discuss and contribute to pedagogical actions, as well as to identify and develop projects aimed at continuing education in partnership with the other Departments and Directorates of the Dean's Office. Teaching for the fulfillment of the goals established in the Institutional Development Plan.
Manager: Cíntia Magno Brazorotto
Phone: (11) 3775-4585
DAPE, within the scope of Inclusive Actions, seeks to promote initiatives related to the permanence and success of students targeted by Special Education, with the construction of a culture of coexistence, respect for diversity and the elimination of educational and attitudinal barriers for the social and educational inclusion of students.
Activities planned for Inclusive Actions in 2020:
- monitor and guide the actions of the Napne teams (Support Center for People with Specific Educational Needs) of the campuses;
- meet Napnes' training demands in partnership with the network's specialist professionals;
- preside over the Working Group on Special Education in an Inclusive Perspective;
- implement the thematic axis of "inclusive education" on the Platform Collaborate;
- assist in the preparation, publication and coordination of Inclusive Education Teaching Scholarship Notice;
- collaborate in differentiated certification processes;
- edit and publish the magazine "Napne In Action";
- support Events in the area of inclusive education.
Working Group (WG) related to special education from an inclusive perspective
The WG instituted by Ordinance no. 2007 / 2020 it is composed of servers from various IFSP campuses, with diversified professional profiles, and also with the participation of some of the Institution's specialists in inclusive education. Among the GT's competences, listed in the ordinance, we highlight the following:
- elaborate procedures for planning, educational strategies and the systematization of the Individualized Educational Plan (PEI) in the SUAP (Academic System);
- analyze and discuss the entry, learning, permanence and success of students targeting Special Education (PAEE);
- analyze and discuss differentiated strategies and methodologies (adaptation / curricular adaptation / flexibility) for specific educational assistance;
- prepare proposals for teacher training to work with students targeting Special Education (PAEE).
After the construction of a draft review of the Napne regulation (Resolution No. 137/ 2014) , in day 10 ten. 2020 the WG opened a public consultation to finalize the proposal. Below the left-wing relevant:
- Resolution revision drafto. 137 / 2014 (for download for free);
- Public consultation on the draft (Microsoft Forms) - open from Dec / 10/2020 to Feb / 08/2021.
Recent training actions:
- Webinar: "Guide for Elaboration of Accessible Materials"
Speakers: Profª. Drª. Priscila Moreira Corrêa Telles (IFSP Câmpus Itaquaquecetuba) and
Profª. Deborah Fonseca (IFSP Câmpus Tupã)
Mediator: Profª. Drª. Carla Ariela Rios Vilaronga (IFSP Câmpus São Carlos)
Interpretation: César Girke (IFSP Câmpus São Carlos) and Deborah Fonseca (IFSP Câmpus Tupã)
Link to access the PDF presentation
- Webinar: "Differentiation and Curricular Accessibility in Higher Education: Operationalities and Challenges"
Speaker: Prof. Dr. Leonardo Santos Amâncio Cabral (UFSCar) -
Mediator: Profª. Dr. Carla Ariela Rios Vilaronga (IFSP Câmpus São Carlos)
Interpreters: Ityara Aguiar (UFSCar) and César Girke (IFSP Câmpus São Carlos)
Link to access the PDF presentation (to accompany during the lecture or for other study purposes
or dissemination of knowledge)
IFSP's commitment to inclusive actions is ensured by current legislation as well as institutional documents. Check out the reference list belows:
- World Declaration on Education for All (1990);
- Declaration of Salamanca (1994) - On Principles, Policies and Practices in the Area of Special Educational Needs;
- Decree No. 3.956 (2001) - Promulgates the Inter-American Convention on the Elimination of All Forms of Discrimination against Persons with Disabilities;
- Decree No. 6.949 (2009) - Promulgates the International Convention on the Rights of Persons with Disabilities and its Optional Protocol, signed in New York, on March 30, 2007;
- Incheon Declaration (2015) - Towards an inclusive and equitable quality education and lifelong education for all;
- Sustainable Development Goals (2015) - Proposes the objective of ensuring quality inclusive and equitable education, and promoting opportunities for lifelong learning for all.
- Constitution of the Federative Republic of Brazil (1988) - No article 208, establishes that it is the duty of the State to guarantee “specialized educational assistance to the disabled, preferably in the regular school system”;
- Law No. 7.853 (1989) - Provides support for people with disabilities;
- Law No. 8.069 (1990) - Statute for Children and Adolescents;
- Law No. 9.394 (1996) - National Education Guidelines and Bases Law;
- Decree No. 3.298 (1999) - Regulates Law No. 7.853 and provides for the National Policy for the Integration of Persons with Disabilities;
- Law No. 10.048 (2000) - Gives priority to care for the people it specifies, among them people with disabilities;
- Law No. 10.098 (2000) - Establishes general rules and basic criteria for promoting accessibility for people with disabilities or with reduced mobility;
- National Guidelines for Special Education in Basic Education (2001);
- CNE / CP Resolution No. 1 (2002) - Institutes National Curriculum Guidelines for the Formation of Teachers of Basic Education, in higher education, undergraduate course, full graduation;
- Law No. 10.436 (2002) - Provides on the Brazilian Sign Language - Libras;
- Decree No. 5.296 (2004) - Regulates the general rules and basic criteria for promoting accessibility for people with disabilities or with reduced mobility;
- Decree No. 5.626 (2005) - Regulates Law No. 10.436, which provides for the Brazilian Sign Language - Libras;
- National Human Rights Education Plan (2007);
- National Special Education Policy from the Perspective of Inclusive Education (2008);
- Resolution No. 4 CNE / CEB (2009) - Institutes Operational Guidelines for Specialized Educational Assistance in Basic Education, Special Education modality;
- Decree No. 7.611 (2011) - Provides for special education and specialized educational assistance;
- Law No. 12.764 (2012) - Institutes the National Policy for the Protection of the Rights of People with Autism Spectrum Disorder;
- Technical Note No. 04/2014 / MEC / SECADI / DPEE - Guidance on supporting documents for students with disabilities, global developmental disorders and high skills / giftedness in the School Census;
- National Education Plan (2014);
- Law No. 13.146 (2015) - Institutes the Brazilian Law for the Inclusion of Persons with Disabilities (Statute for Persons with Disabilities);
- Common Base National Curriculum (2018);
- Decree No. 9.465 (2019) - Approves the Regulatory Structure and the Statement of Positions in Commission and Trust Functions of the Ministry of Education, creating the Secretariat for Specialized Education Modalities, extinguishing the Secretariat for Continuing Education, Literacy, Diversity and Inclusion (Secadi) . The new portfolio is made up of three fronts: the Accessibility, Mobility, Inclusion and Support for People with Disabilities Directorate; Directorate of Bilingual Education Policies for the Deaf; and Policy Directorate for Specialized Modalities of Education and Brazilian Cultural Traditions.
For more legal references on the topic of disability and inclusion beyond the area of education, click here.
- Resolution No. 137 (2014) - Approves the regulation of the Support Center for People with Specific Educational Needs (NAPNE);
- PRE Normative Instruction nº 1 (2017) - Establishes guidelines for identification and monitoring by Napne, of the student with specific needs;
- Annexes of PRE Normative Instruction No. 1 (2017) - (I) Referral of the student to the CSP / Napne; (II) Suggested interview script with the student; (III) Record of meetings; (IV) Declaration of refusal to support Napne; and (V) Individualized Educational Plan - PEI;
- Federal Attorney's Opinion No. 275 (2017) - Possibility of applying the specific terminality institute, foreseen in art. 59, IV of LDB, to integrated high school courses, concomitant or subsequent to high school, both in the regular modality and in the education of youth and adults (EJA), as well as in higher education within the scope of the IFSP;
- Ordinance No. 539 (2018) - Regularizes the practice of sharing permanent materials to meet the actions directed to the PAEE of the IFSP, without the respective transfer of responsibility for the cargo;
- Guidance (2020) - Elaboration of accessible educational materials for the reorganization of the academic activities of the IFSP during the period of coping with the coronavirus pandemic - COVID-19;
- PRE Normative Instruction nº 1 (2020) - Establishes guidelines and guidelines on the ways and strategies of work of the Sign Language Translator / Interpreter / Portuguese - TILSP within the scope of the IFSP.
Napne Magazine In Action:
The Napnes of each IFSP campus foster and propose, throughout the development of their activities, projects aimed at serving students with specific educational needs, involving employees, students, parents and the external community. Seeking to disseminate, interact and disseminate these events, actions and activities, DAPE annually gathers the reports produced by each team and circulates them as a strategy for the dissemination of practices for the engagement and implementation of the inclusion policy in society. See the most recent publications below: