Atendimento educacional especializado (AEE): olhares críticos sobre a inclusão escolar na educação infantil

Abstract

The general objective of this research was to evaluate the Specialized Educational Assistance (AEE) policy with Early Childhood Education professionals at the Augusto Pontes Early Childhood Education Center, to examine the main challenges faced by teachers in implementing public policies for school inclusion within the scope of AEE. It was also of interest to investigate the structural difficulties in providing adequate care to students with specific educational needs and to analyze the pedagogical practices adopted by teachers in providing care to students with disabilities and the adequacy of these practices to public inclusion policies. To achieve these objectives, it was initially essential to carry out bibliographic and documentary research, in order to later consolidate the fieldwork. This is a qualitative approach, conducted through a focus group, with the participation of 13 early childhood education teachers. Regarding the evaluative perspective, the angle of analysis is supported by the elaborations of Silva (2008), given that his understanding goes beyond the technical, but also values the political dimension. That is to say, based on values and an understanding of reality, this approach, conducted by the crThe focus group analyses were conducted in light of content analysis (Bardin, 2016), considering, above all, the perceptions expressed by the participating teachers. The reports showed that, although they recognize the importance and effort of Specialized Educational Assistance (AEE), the teachers understand that it, in isolation, is not enough to guarantee a truly inclusive education. Inclusion goes far beyond the existence of a public policy; it needs to be strengthened, expanded and accompanied by concrete investments, at a pace proportional to the growing number of children with disabilities arriving at schools. The professionals reaffirm the importance of continuous investment in infrastructure, teacher training and pedagogical dialogue between all agents involved. It is therefore necessary for the inclusion policy to evolve along with the reality of the classrooms, considering the real demands of educators and students.