<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062021000100128</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v31.n.64.s14040</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SUBSÍDIOS PARA O ACOMPANHAMENTO DE ALUNOS COM DEFICIÊNCIA NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA]]></article-title>
<article-title xml:lang="en"><![CDATA[ASSISTANCE FUNDS FOR MONITORING STUDENTS WITH DISABILITIES IN VOCATIONAL AND TECHNOLOGICAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[SUBSIDIO PARA EL ACOMPAÑAMIENTO DE ALUMNOS CON DISCAPACIDAD EN LA FORMACIÓN PROFESIONAL Y TECNOLÓGICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shimite]]></surname>
<given-names><![CDATA[Amabriane da Silva Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Nilson Rogério da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>31</volume>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062021000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062021000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062021000100128&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo aborda a temática da inclusão na Educação Profissional e Tecnológica com o objetivo de descrever e refletir sobre o acompanhamento de alunos com deficiência no curso de Tecnologia em Alimentos. Trata-se de um relato de experiência que apresenta a inclusão de alunos com deficiência em uma faculdade de tecnologia no interior do estado de São Paulo, na qual estavam matriculados oito alunos com deficiência. A instituição de ensino disponibiliza um professor de suporte que realiza o acompanhamento do ingresso a conclusão do curso por alunos com deficiência, sendo todo o processo registrado e documentado. Assim, foram abordados aspectos como o conhecimento do aluno com deficiência ingresso, a organização do curso superior de tecnologia em relação à inclusão, a organização do atendimento educacional especializado e o acompanhamento dos alunos com deficiência. Foi possível considerar o cumprimento da lei para o acesso ao ensino superior por alunos com deficiência, mas um cenário de poucas ações efetivas para a sua permanência, assim como o esforço solitário do professor de suporte na promoção e efetivação de ações de inclusão que atendessem e colaborassem para o desenvolvimento do processo de aprendizagem dos alunos com deficiência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study aims to describe and reflect upon the issue of inclusion in vocational and technological education by analyzing the follow-up of students with disabilities enrolled in the course of Food Technology in a higher education institution in the countryside of São Paulo, Brazil. Eight students participated in the study. The institution provides a support teacher who monitors students with disabilities from entrance until course completion, recording and documenting the entire process. The study was conducted with data on these students&#8217; knowledge, course organization regarding inclusion, specialized educational assistance organization, and the monitoring of students with disabilities. The analysis indicates that the institution complies with the current regulation on the access of students with disabilities to higher education. However, it presents but few effective actions for the permanence of these students, despite the solitary effort of the support teacher in promoting and implementing inclusion actions that support their learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio aborda la temática de la inclusión en formación profesional y tecnológica, con el objetivo de describir y reflexionar sobre el acompañamiento de alumnos con discapacidad en el curso superior de Tecnología en Alimentos. Se trata de un relato de experiencia que presenta la inclusión de alumnos con discapacidad en una facultad de tecnología en el interior del estado de São Paulo / Brasil, en la que estaban matriculados ocho alumnos. La institución de enseñanza ofrece un profesor de soporte que realiza el seguimiento del ingreso a la conclusión del curso por alumnos con discapacidad, siendo todo el proceso registrado y documentado. Así, se abordaron aspectos como el conocimiento del alumno con discapacidad ingreso, la organización del curso superior de tecnología frente a la inclusión, la organización del Atendimiento Educativo Especializado y el acompañamiento de los alumnos con discapacidad. Es posible considerar el cumplimiento de la ley para el acceso a la enseñanza superior por alumnos con discapacidad, pero también hay un escenario de pocas acciones efectivas para la permanencia del alumno con discapacidad y el esfuerzo solitario del profesor de soporte en la promoción y realización de acciones de inclusión, las cuales atenderían y colaborarían para el desarrollo del proceso de aprendizaje de los alumnos con discapacidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Curso superior de tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação das pessoas com deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Technology course]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Education of people with disabilities]]></kwd>
<kwd lng="en"><![CDATA[Disability]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Curso superior de tecnología]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[Educación de las personas con discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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