A atuação do professor do Atendimento Educacional Especializado (AEE) em uma sala de recurso multifuncional em um centro educacional do estado do Ceará

Abstract

This paper analyzes the work of the Specialized Educational Assistance (AEE) teacher with students who are the target audience of special education and who have classes in a multifunctional resource room at an educational center in the state of Ceará. It also aims to investigate the teacher's mediation in the AEE classroom with these students and to identify the resources used by the AEE teacher in this mediation process. The study is based on legal documents that guide special education from the perspective of inclusive education (LDB, 1996; National Policy for Special Education from the Perspective of Inclusive Education, 2008; Brazilian Law for the Inclusion of Persons with Disabilities (LBI) nº 13.146/2015) and on studies about school inclusion (Mantoan, 2003; Pletsch, 2020), the principles of specialized educational support, and the concept of mediation based on socio-interactionism (Vygotsky, 1991). The qualitative methodology involved an AEE teacher from an educational center in the state of Ceará. Data generation included an interview and observations in the AEE classroom. The data indicated that the role of the AEE teacher is crucial to the development of special education students, with the choice of pedagogical resources guided by pedagogical intentionality, and mediation being the key differentiator in the learning process. It must encompass intentional planning, individualized mediation, a focus on full development, multidisciplinary collaboration, and family partnership to promote students’ learning and autonomy. It concludes that the professional needs solid training, as well as conducting in-depth case studies, to work in collaboration with other professionals and families, and utilize specific pedagogical resources and strategies to meet the students’ individual needs.