A formação docente e o Atendimento Educacional Especializado – AEE

Abstract

This research addresses the theme of Teacher Training and Specialized Educational Assistance (AEE) considering the current scenario that is markedly exclusionary. For the purposes of this work, we focus on investigating teacher training in the face of diversity, seeking to understand the phenomenon of exclusion, as well as its counterpoint, the inclusion that occurs with the target audience of Special Education in the inclusive perspective in the daily life of the school through the Attendance Specialized Educational System (AEE), revealing the contradictory character of human interactions in the face of educational policies that guarantee an Inclusive, equal quality Education for all. Methodologically, the research is characterized as an exploratory work, according to the sources of information it is of the bibliographic type, from the perspective of authors such as: Moraes e Novas (2010); Duran (2009); Vigostsky (1931/2012); Bassedas (1996); Beuaclair (2009); Maturama and Varela (2001); Freire (1967); Lanna Junior (2010); Oliveira (2022) and Mendes (2015). The theoretical perspective carried out a contextualized texture of reflections and dialogues with the legal frameworks of inclusive educational policies (BRASIL, 1988; BRASIL, 1990; BRASIL, 1994; BRASIL, 2001; BRASIL, 2011; BRASIL, 2015). The results showed that the initial and continued training of teachers and all professionals who work in the daily life of the school from an inclusive perspective must be contemplated, planned and organized in order to build actions that favor collaborative work in order to promote the inclusion of all students. present in the school, including the target audience of Special Education.