Inclusão escolar na perspectiva docente: a realidade do Atendimento Educacional Especializado nas escolas públicas municipais de Uruguaiana/RS

Abstract

Considering that inclusive education and the provision of free and quality education are guaranteed by law, there are still many barriers to the effective inclusion of schooling. Therefore, the main objective of this dissertation was to investigate the reality of the Specialized Educational Assistance (SEA) teachers of the regular municipal education network of Uruguaiana/RS, as well as the professional development processes, to meet the educational inclusion demand of the municipality. The sample consisted of 17 SEA teachers, who participated in a previously scheduled meeting, and the Coordinator of Special Education of the Municipal Education Department (MED), who agreed to participate in the study, totaling 18 participants in the study. As a first step of the study, a systematic review of the literature evaluated the training required to perform in the SEA, which was considered insufficient because it did not cover all the demand that is attributed to SEA in its pedagogical practice. On the other hand, the stage of the field study began with a semi-structured interview with the Coordinator of Special Education of MED, where it was found that the organizational and formative reality of the SEA in the municipality is similar to other regions of the country, with demands that need to be reviewed and improved with regard to public policy. Later, a meeting was held with the SEA teachers, where a structured questionnaire was applied with open questions, which enabled the identification of the profile of the SEA teachers participating in the study, as well as the reality of the SEA teaching work from the perspective of the inclusive proposal. A meeting was held to complete the questionnaire and, later, another meeting to return the information to the participants. In this return, it was possible to verify that the reality found by the SEA teachers regarding the inclusive process in municipal schools presents demands in all sectors, from the lack of infrastructure and pedagogical materials to the SEA; difficulty of exchanges and articulation with families, teachers of the regular classes, and other agents responsible for the inclusive process in educational environments; among other specificities that are also true in other regions of the country. From the above, it was contacted as an urgent demand for the attempt to materialize the inclusive process in the school, the stimulus for the strengthening of the support networks, as a possible strategy to overcome the weaknesses in the process of schooling of the target public students Special Education. Therefore, it is worth highlighting that studies such as this serve as a basis for the identification of the reality of inclusive education in the country, making it possible to solve the frequently mentioned demands, based on the improvement of recent policies in the context of the reality of Brazilian educational practice.