Support centers for people with specific educational needs in Northern region Federal Institutes

regulation, structure, and perspectives on inclusion

Abstract

The aim of this article was to analyze how the institutional regulations of the Centers for Support to People with Specific Educational Needs (NAPNEs) within the Federal Institutes (IFs) of Brazil’s Northern Region structure, regulate, and define their target population. The study seeks to understand the organizational arrangements adopted in these contexts and to assess their coherence with national inclusion guidelines.The Northern Region was selected as the focus of this study due to the scarcity of research addressing NAPNEs in this context. The study adopts a qualitative, descriptive, and exploratory approach, with data obtained through bibliographic and documentary research. The analysis considered four categories: foundations and conceptions of inclusive and special education; target population and definitions; structure and institutional affiliation; duties and responsibilities. The results indicate convergence among the regulations regarding the defense of accessibility, the removal of barriers, and intersectoral articulation as foundations of inclusive education. Nevertheless, discrepancies are observed in the level of detail of the regulations, the specification of procedures, the delimitation of the population served, and the degree of institutional centralization of inclusive actions, which may lead to distinct interpretations and implementations. It is concluded that, although there is alignment with the principles of inclusive education, normative variations reinforce the need to revise and adapt institutional documents in light of current legal frameworks and the actual operating conditions of the centers, in order to strengthen effective inclusive practices.