O PLANO EDUCACIONAL INDIVIDUALIZADO DE ACESSIBILIDADE CURRICULAR DO IFCE À LUZ DA POLÍTICA NACIONAL DE EDUCAÇÃO ESPECIAL INCLUSIVA

Análise documental de um instrumento na rede federal de educação profissional e tecnológica

Resumen

The National Policy for Inclusive Special Education, established by Decree No. 12,686/2025 and amended by Decree No. 12,773/2025, reshaped the federal framework of inclusion by instituting, alongside the Specialized Educational Assistance Plan (PAEE), the Individualized Education Plan (PEI), and by regulating, through MEC Ordinance No. 421/2026, its minimum content and the case study as the founding methodology. In this context, this study analyzes the Individualized Curricular Accessibility Education Plan (PEI-AC) established by CONSUP/IFCE Resolution No. 340/2025, comparing it with this federal framework. This is qualitative documentary research, guided by the five dimensions proposed by Cellard, whose corpus comprises the resolution and its annex, the two decrees, and the two ordinances. The results reveal relevant convergences, waiver of medical reports, adoption of a single document, and periodic review, but also gaps: the instrument's normative basis does not reference the 2025-2026 framework, the case study is not named as a methodology, the minimum content of the PAEE and the PEI is not consolidated, and the provision of Specialized Educational Assistance (AEE) appears conditioned on budget availability. It is concluded that the PEI-AC, although robust, requires adaptation, an obligation legally bound to the three-year deadline set by the Ordinance.