Avaliação do atendimento educacional especializado na Educação Infantil: estudo de caso para inclusão de crianças autistas no CEM Ferdinando Tansi no município de Aquiraz – CE

Abstract

This study aims to evaluate the trajectory of the national inclusive education policy in its application to the local context of Aquiraz, in the state of Ceará, with a focus on the Specialized Educational Assistance (AEE) provided for the inclusion of children with Autism Spectrum Disorder (ASD) at the Ferdinando Tansi Municipal Educational Center. Special education within early childhood education refers to the set of policies, practices, and pedagogical resources designed to ensure access, retention, and development of children with disabilities, pervasive developmental disorders, and giftedness during early childhood. For children with ASD, the implementation of inclusion policies entails the provision of AEE as a complement to regular education, the adoption of adapted pedagogical strategies, and the training of professionals equipped to address the specific needs of this population. In Brazil, the National Policy on Special Education from the Perspective of Inclusive Education (2008), along with the National Policy on Early Childhood Education, guide this process, establishing that early childhood education should serve as a space for care, developmental stimulation, and learning construction, ensuring that children with ASD have access to an equitable and accessible educational environment. In the municipality of Aquiraz, the implementation of AEE in early childhood education began in 2017, through CMEA Resolution Nº. 19/2017. Methodologically, this research is grounded in the evaluative approach to public policies, adopting Raul Lejano’s experiential evaluation model (2012). This is a qualitative study that employs bibliographic analysis 3 drawing primarily on the works of Corsaro (2002, 2009), Foucault (1979, 2010), Gallo (2004), Melli and Sudrack (2018), Tosi (2002), and Odarich, Sofronov, and Shichiyakh (2021) 3 as well as document analysis and semi-structured interviews with open-ended questions as its main data collection techniques. It is a case study that critically examines the Specialized Educational Assistance (AEE) policy for the inclusion of students with Autism Spectrum Disorder (ASD), aiming to contribute to the improvement of pedagogical practices and public policies related to inclusive education. The main findings indicate that, although there have been normative advances and a local effort to implement AEE, significant gaps persist between institutional discourse and everyday practices. The research identified shortcomings in the continuing education of professionals, a lack of appropriate pedagogical materials, limited infrastructure, and an excessive reliance on medical diagnoses to access services. Analysis of the interviews revealed that shared responsibility among school administration, teachers, and families is essential for effective inclusion; however, this is often hindered by structural and organizational challenges. Furthermore, the inclusion of autistic children is marked by tensions between traditional pedagogical models and the need for more flexible and inclusive practices. The study concludes that although the AEE policy in early childhood education in Aquiraz is formally established, it still lacks sufficient investment in teacher training, material conditions, and intersectoral coordination to transform inclusion from an ideal into a lived reality within schools. The research recommends strengthening dialogue among educational stakeholders, expanding resources, and fostering a pedagogical culture grounded in listening, care, and the appreciation of diversity