Inclusive Education and Student Care:

reflections on the experiences of access, permanence and success of the public served by Napne/IFS

Abstract

The work presented as central categories of approach and analysis Inclusive Education and Student Assistance. In this direction, it sought to reflect on access, permanence and success from the practical experiences of multidisciplinary professional work with students served by the Center for Assistance to People with Specific Needs (Napne) at the Federal Institute of Education, Science and Technology of Sergipe (IFS), considering the particularity of these experiences on the Aracaju and Lagarto campuses. It was necessary to carry out bibliographical and documental research for the foundation of the theoretical and analytical foundation. Likewise, it was encouraged to discuss and structure the experiences of multidisciplinary professional interventions in direct dialogue with the theoretical premises, in order to present the systematization of the analyzes in the qualitative research that the authors developed in this study. The exercise of thinking, reflecting and evaluating, in a theoretical and analytical way, the experiences of multidisciplinary professional activity in dialogue with student experiences and needs culminated in a systematic of knowledge and practice with mapping and problematization of student demands and actions taken. Challenges faced and possibilities of action were contextualized and emphasized in an attempt to contribute to the debate and the commitments to be made to ensure rights of access, permanence and success, redefining professional and institutional conceptions and practices, as mechanisms that can strengthen combat and prevention dropout, retention and exclusion from school.