O atendimento educacional especializado em Uberaba – MG: pressupostos, desenvolvimento e efetivação

Abstract

This research entitled "The Specialized Educational Assistance in Uberaba - MG: Assumptions, Development and Effectiveness" - is linked to the Postgraduate Program in Education (PPGE) of the Federal University of Triângulo Mineiro - UFTM. The study aimed to get to know the Specialized Educational Assistance - AEE in public schools in the municipality of Uberaba. In order to gather information three teaching institutions of the municipal education network of the municipality of Uberaba-MG were selected concerning the emphasis given on their integration and/or inclusion presuppositions, the training of the teachers involved in the process, and the contributions/limitations in the development of the learning process of students, focusing on The Specialized Educational Assistance, as well as the training of their teachers to meet the target audience of special education. In order to achieve the goals three methodological research instruments were used: the bibliographical research, the documentary analysis of the current legislation and semi-structured interviews. The theoretical contribution of the bibliographical research was supported by Barreto (2012, 2015), Brzesinki (2017), Borges (2012), Golden (2015), Gatti (2008), Glat (2005), Marchesi et all 2005, 2009) and Silva (2017), along with the analysis of official documents on inclusion policies, with consultation of laws, ordinances, resolutions, among other documents. For the building of the legislative apparatus, the current legislation such as the PNE/2014 and Resolution nº 2/2015 were examined. The research instrument used for data collection was the semi-structured interview, recorded in audio. The participants interviewed were three teachers who work in the initial grades of Elementary School and four others who have been working in the Specialized Educational Assistance for a period equal or superior to five years, as well as three managers and three pedagogical coordinators involved in this process. Data triangulation was used to analyze the data. The results revealed that The Specialized Educational Assistance is an important investment which is part of the school integration precept and favors a higher quality of education. As for the process of educational inclusion of the municipal network of Uberaba, and also in Brazil, there is still a lot to be done. Various measures regarding teacher education, human and structural resource improvements, strengthening of partnerships with the family institution and health areas and investments in educational spaces are indicated. Building a more just and respectful society is an essential condition for the glimpse of a more inclusive school.