A função do atendimento educacional especializado (aee) na escola comum: desafios, práticas e articulação com o professor regente

Abstract

This study aims to analyze the role of Specialized Educational Services (SES) in common schools, considering its articulation with the common classroom teacher, the pedagogical practices developed, and the challenges faced in the inclusion process of students with special educational needs. The research was conducted in a public school in the municipal education network of João Pessoa – PB, using a qualitative, exploratory, bibliographic, and field-based approach. Three regular classroom teachers and one teacher from the Specialized Educational Services participated in the investigation. Mixed questionnaires were used as data collection instruments, applied to the regular classroom teachers, and a semi-structured interview was conducted with the SES teacher, in addition to written responses that contributed to understanding the investigated reality. The data analysis was organized into thematic categories, encompassing the articulation between SES and the regular classroom, curricular adaptations, assessment and pedagogical planning, as well as the challenges and possibilities for strengthening school inclusion. The results indicate that Specialized Educational Services (AEE) are recognized as an important service in supporting the schooling of students with special educational needs; however, their effectiveness still depends on greater articulation with the regular classroom. It was observed that there are moments of dialogue and guidance, but they still occur partially and in a rather unsystematic way. Difficulties related to collective planning, the development of adaptations, the effective use of Individualized Education Plans (PEI) and Specialized Educational Assistance Plans (PAEE), continuing education, available resources, and the institutional conditions of the school were also identified. It is concluded that strengthening school inclusion requires the construction of collaborative practices between the regular classroom teacher, the AEE teacher, the pedagogical team, school management, and the family, in order to favor the participation, learning, and development of students with special educational needs.