O lugar do atendimento educacional especializado (AEE) nas escolas da rede municipal de ensino: desafios e possibilidades

Abstract

Every day, we can observe the advancement of our society regarding discoveries in the field of inclusive education. Despite a clear growth in resources and training for professionals in this area, there is still much to be understood about the rights of those with educational needs, whether due to physical, auditory, visual, intellectual disabilities, or specific functional disorders, Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), or giftedness/high abilities. This article aims to analyze and discuss the role of the Specialized Educational Assistance (AEE) team under the conceptual framework of Inclusive Special Education in the municipality of Arara/PB, seeking to address the following problem question: 'What is the role of the Specialized Educational Assistance (AEE) team in the municipality of Arara with students who use the service?' In order to answer this question, a qualitative approach with an exploratory nature was adopted. For data collection, a questionnaire was used, consisting of direct questions and was delivered to the research subjects, three teachers who currently work in the AEE classrooms in the municipality of Arara/PB. For the construction, foundation, and theoretical enrichment of the study, we relied on some authors such as Fávero, Mantoan, and Gomes and their insights into the structure of AEE; also, Milanez and Shirmer and their contributions regarding intellectual and physical disabilities; as well as Galvão, who theorizes about the importance of assistive classrooms, among others; and, finally, legal documents that guide us with mastery and some studies of public legislation in order to complement the proposal of our research. The results were quite satisfactory, as we were able to explore relevant points revolving around the theme. It was possible to perceive that despite the occasional challenges that arise, AEE does valuable work for the municipality of Arara/PB, as it manages to collaborate with students who use the classroom, respecting the peculiarities and educational needs of each area of disability or alteration resulting from physical-motor, auditory, visual, specific functional disorders (ADHD - Attention Deficit Hyperactivity Disorder), and other pedagogical demands. It was only observed the need for improvements in the sense of collectivity, between regular schools and AEE, whose relational management, if better developed, will allow students to benefit much more.