O atendimento educacional especializado na sala de recursos: desafios e possibilidades de processos de inclusão escolar

Abstract

This research was developed as part of the Professional Master's Program in Education Management and Evaluation (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The case study addresses the theme of inclusive education, aiming to analyze the potential and challenges of specialized educational support provided in a Resource Room of a state school, focusing on its operation and inclusion processes. To achieve this, the study describes the context and the national and state policies and legislation that guide the provision of inclusive education and specialized educational services, as implemented in public schools in Minas Gerais, in accordance with current regulations. The research observed the practices carried out in the school’s Specialized Educational Support (AEE) and identified both strengths and weaknesses. A qualitative methodology was adopted, using a questionnaire involving the key stakeholders in the school inclusion process — AEE teachers and the pedagogical team. The theoretical framework is based on authors such as Mantoan (2003), Santos and Paulino (2008), Azevedo and Cunha (2008), Silva and Leme (2009), Braun and Viana (2011), and Borges (2021), who discuss concepts of inclusion, school management for inclusion, and specialized educational support. The main findings of the study highlight the lack of coordination between AEE teachers and general education teachers, as well as the absence of monitoring and documentation of services provided in the Resource Room. To address these challenges and strengthen inclusion practices, the proposed Educational Action Plan (PAE) includes four key actions: (1) Coordination between AEE and general education teachers during Module II meetings; (2) Professional development; (3) Addressing the lack of documentation; (4) Collaborative work with families