Collaborative work as the principle of inclusive education: challenges regarding curriculum access on remote teaching in a federal institution

The present study approaches the educational and inclusive processes by Rio Grande do Sul's Federal Institution of Education, Science and Technology (IFRS), campus Caxias do Sul, in the light of the covid-19 pandemic context, with focus on collaborative work as the principle of inclusive education as well as on the rights of students with special educational needs to curriculum access. The methodological approach is qualitative and is structured through a documentary study involving IFRS' institucional documents, highlighting the guidelines develo- ped for remote teaching and the minutes of the Teaching Working Group, linked to the Center for Assistance to People with Specific Educational Needs (NAPNE), for the period from May to August 2021. Inclusive education management and the identification and reduction of barriers on the promotion of curriculum ac- cess are the axis of analysis of this study. It is seen that the context of urgency intensified by remote teaching, although it has aggravated some difficulties to access knowledge, it also has mobilized the collaborative work between its agents and the maturing of management practices of inclusive processes fomented by NAPNE as well as of multiple actions aiming the promotion of curriculum access to students with special educational needs. It can be concluded that NAPNE isan articulator agent of the National Politics for Special Education in the Perspective of Inclusive Education in federal institutions, requiring institutional efforts in order to facilitate the strengthening of NAPNE and the continuity of the actions developed there.